Insights on Caring for Early Childhood Professionals and Families     

Kevin James Swick 《Early Childhood Education Journal》2007,35(2):97-102

Caring is the core value that empowers families and early childhood professionals. This article articulates the meaning and power of caring in the lives of children and families. It also explores family, professional, and community strategies for creating caring and nurturing children and families. In particular, insights that show that caring is learned early and that its impact is life long are discussed and applied to the early childhood professional’s identity.  相似文献   

Territorial behavior of laboratory rats under conditions of peripheral anosmia     

Kevin J. Flannelly  Donald H. Thor 《Learning & behavior》1976,4(3):337-340

Two experiments investigated the influence of peripheral anosmia with zinc sulfate solution on aggressive and nonaggressive behaviors of rats in the colony intrusion paradigm. Experiment I was a replication of a previous observation that anosmic intruders arenot attacked by resident males. No significant differences were found in aggressive response to normal or anosmic intruders. Experiment II tested colony residents under normal and anosmic conditions for aggressive and nonaggressive response to intruders. The results were in agreement with previous reports that anosmia abolishes differential responding between males and females as well as all aggressive acts normally directed against unfamiliar males.  相似文献   

Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions     

Anne Henry Cash  Arya Ansari  Kevin J. Grimm  Robert C. Pianta 《Early education and development》2019,30(1):60-81

The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias.  相似文献   

Exploring the potential of natural language processing to support microgenetic analysis of collaborative learning discussions     

Florence R. Sullivan  P. Kevin Keith 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3047-3063

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Effect of taste context and ambient context changes on successive negative contrast     

Charles F. Flaherty  Kevin Hrabinski  Patricia S. Grigson 《Learning & behavior》1990,18(3):271-276

Rats shifted from 32% sucrose to 4% sucrose lick less than rats that experience oniy the 4% solution. Previous experiments have found this negative contrast effect to be reduced (“disinhibited”) by the addition of a novel tone in the postshift period. In Experiment 1 of this paper, the negative contrast effect was enhanced when a novel flavor was added to the sucrose solution in the postshift period. In Experiments 2–4, changes in the ambient context, even changes sufficient to produce disruptions in licking, did not alter the degree of negative contrast. Tiese results suggest that (1) rats compare rewards across substantially different contexts, (2) contrast may serve to enhance taste neophobia, and (3) a disinhibitory effect may be confined to the presentation of punctate, nontaste, novel stimuli within a familiar context.  相似文献   

Reviewing and developing a psychological service’s response to managing behavioural difficulties through action research     

C. Eleanor Law  Kevin Woods 《Educational Psychology in Practice》2019,35(1):99-117

Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered.  相似文献   

Instructional technologies in developing countries: A contextual analysis approach     

Sonia Arias  Kevin A. Clark 《TechTrends》2004,48(4):52-55

Conclusion This paper proposes an expanded context-based analysis approach for implementing instructional technology in developing countries by calling for the front-end analysis phase of the design process to include an analysis of the socio-cultural, environmental and institutional factors surrounding the instructional problem. Given that there is an increased application of instructional technology in developing countries and limited human capacity to appropriately design instructional technology interventions, it is imperative that instructional designers working in developing countries take into account the contextual factors outlined in the adapted Tessmer and Richey (1997) model. This adapted context-based analysis model for instructional design, if appropriately applied, may increase the probability of successful instructional technology initiatives in developing countries. Although this context-based model was expanded to include factors related to developing countries, the factors described in this paper exist in developed country settings as well. The authors would, therefore, encourage the use of this expanded model in settings that can include, but are not limited to, certain rural and urban areas in industrialized countries as well.  相似文献   

The Importance of Marking Criteria in the Use of Peer Assessment     

Paul Orsmond  Stephen Merry  Kevin Reiling 《Assessment & Evaluation in Higher Education》1996,21(3):239-250

This paper reports a study which implemented and evaluated a method of peer assessment, as a formative and summative assessment procedure. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. This paper contains details of a method which allows student peer and tutor marking of work against the individual marking criteria to be evaluated. The results show that a comparison between the tutor and the student peer mark may be misleading as a guide to the validity of peer assessment. The importance of considering the individual sections of the marking criteria is illustrated. It was found that when the individual criteria were analysed the number of students marking the same as the tutor ranged from 31% to 62%. It also became clear that specific areas of the marking criteria were prone to over and under‐marking. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. These results are discussed in the light of other studies.  相似文献   

Math for the Benefit of Society: A New MATLAB-Based Gen-Ed Course     

Paul Isihara  Edwin Townsend  Richard Ndkezi  Kevin Tully 《PRIMUS》2019,29(3-4):358-374

Abstract

Responding to a call for national reform of mathematical education, as well as a college-wide revision of general education (GE) requirements, we describe a new entry-level, GE course focused on the humanitarian utility of mathematics. This includes a detailed overview of how we taught the course using a Humanitarian MATLAB Lab Manual developed collaboratively with undergraduate students within an applied math program. A PRIMUS edition of this manual with complete MATLAB materials for a GE course is included as an Appendix for interested readers. A variety of social justice issues including peace-building after modern civil wars, continued cancer risk after Chernobyl, gang reduction, various dimensions of human trafficking, the use of a tractor and herbicide in subsistence farming, equitable resource distribution during the Syrian refugee crisis, and access to HIV vaccines are included in this special edition of the manual.  相似文献   

Experience,represent, apply (ERA): A heuristic for digital engagement in the early years     

Tom Lowrie  Kevin Larkin 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):131-147

This paper presents an heuristic that underpinned the development of a range of early years applications (apps) as part of the Early Learning Science, Technology, Engineering and Mathematics (STEM) Australia (ELSA) project (2016–19). The heuristic was developed to address a range of challenges that accompany the use of digital technologies in the year before formal schooling. These include the role of digital technologies in play-based learning environments, screen time and the importance of agency when young children are using digital technologies. In an increasingly digital world, the issue of screen time looms large as a particularly contested aspect of technology use by young children. The ELSA project responded to this challenge by developing a pedagogical framework that embedded digital technologies into context-rich, play-based STEM learning. The Experience, Represent, Apply (ERA) heuristic discussed in this paper is a component of the project's overall pedagogical framework and provides early years educators with the opportunity, and the know-how, to integrate digital technologies into STEM activities through intentional teaching and play-based engagement. It was evident from educator feedback at the four days of workshops we delivered, and in other comments throughout the year long trial, that the educators were able to embrace the cyclic nature of the ERA heuristic and ensure that the time spent on the tablet (Represent) was connected to contextualised learning opportunities (Experience and Apply). Importantly, the tablets provided affordances for the children to utilise User Generated Content (UGC) to support active engagement when using the tablets.  相似文献