Maternal Scaffolding in Two Museum Exhibition Halls     

Leah M. Melber 《Curator: The Museum Journal》2007,50(3):341-354

Abstract This study investigates the effect of two different types of exhibitions on maternal scaffolding or teaching conversations within a natural history museum. A total of 31 mother‐child dyads were observed and videotaped within two different exhibition halls and the conversation was transcribed for analysis. Using categories of coding that compared higher‐level conceptual conversation versus perceptual conversation such as naming, the different types of teaching techniques were examined via paired t‐tests. More conceptual, higher‐level verbal teaching was observed within the traditionally designed exhibition hall than within a hall designed specifically for children and families. Interviews with the mothers indicated that they were aware of physical differences between the two exhibition halls and intentionally varied their scaffolding in relation to the physical context.  相似文献   

Using a computer-aided personalized system of instruction to enhance the mastery of statistics in online learning     

Robert C. Butler  Christopher D. Blair  Rae Ette Newman  Leah L Batchelor 《Teaching Statistics》2023,45(3):148-157

This study compared the effectiveness of teaching a distance education statistics course using a computer-aided personalized system of instruction (CAPSI) in comparison to a distance education course that used video lectures. Data were collected between 2017 and 2022. Two-hundred and sixty-eight students were included in the sample. Results supported that students enrolled in the CAPSI statistics course were less likely to drop out of the course and mastered significantly more material than students enrolled in the lecture-based distance education course. It is recommended that instructors teaching statistics in distance education settings consider using CAPSI to improve student outcomes.  相似文献   

Effect of a mastery climate motor program on object control skills and perceived physical competence in preschoolers     

Robinson LE 《Research quarterly for exercise and sport》2011,82(2):355-359

  相似文献   

Impact of a Technology-Mediated Reading Intervention on Adolescents' Reading Comprehension     

Melissa Fogarty  Nathan Clemens  Deborah Simmons  Leah Anderson  John Davis  Ashley Smith 《Journal of research on educational effectiveness》2017,10(2):326-353

In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores.  相似文献   

Urban High School Student Engagement Through CincySTEM iTEST Projects     

Beckett  Gulbahar H.  Hemmings  Annette  Maltbie  Catherine  Wright  Kathy  Sherman  Melissa  Sersion  Brian 《Journal of Science Education and Technology》2016,25(6):995-1007

Journal of Science Education and Technology - This paper focuses on the notable heightening of underrepresented students’ engagement in STEM education through project-based learning CincySTEM...  相似文献   

Development and validation of the Attitudes toward Education for Older Adults (AEOA) scale     

Hyejin Kim  Neil Abell  Leah Cheatham  Insu Paek 《Educational gerontology》2017,43(7):341-355

The purpose of this study is to validate a multidimensional measure assessing attitudes toward education for older adults. As the elderly population and the demands of education among older adults have increased, the engagement of social workers in educational settings for older adults has also increased. Therefore, assessing social workers’ attitudes toward education for older adults is critical to better understand the appropriate circumstances for successfully providing and expanding educational programs for older adults. Using a sample of 227 social work students, a multidimensional scale consisting of 38 items was developed by focusing on the three subconstructs of attitudes: cognition, emotion, and behavior. Across various statistical analyses such as the examination of coefficient α and the confirmatory factor analysis (CFA), this scale consistently demonstrated strong reliability and validity. This new reliable and valid scale may contribute to the quality of educational programs for older adults by providing for social workers and other helping professionals with an opportunity to examine their attitudes toward educational services for older adults.  相似文献   

Assessing the neighborhood context of child maltreatment     

James Garbarino Ph.D.  Deborah Sherman M.A.  Ann C. Crouter B.A. 《Child abuse & neglect》1979,3(3-4)

  相似文献   

Relationships de Confianza and the organisation of collective social action     

Leah A. Teeters  A. Susan Jurow 《Ethnography and Education》2018,13(1):84-99

This article examines the social and cultural organisation of learning and community change in a largely new immigrant and under-resourced neighbourhood in the US Situating our investigation within a local social movement for food justice, we use an ethnographic lens to study how learning is made to become consequential across relationships between people, across activities, and contexts. Our four-year ethnographic study highlights how community health workers (promotoras) build relationships de confianza as a tool that mediated new forms of action in the focal neighbourhood. We demonstrate how relationships de confianza have laid a foundation to (a) mediate social networks to organise for change and (b) promote solidarity through the response to urgent needs, creating a more holistic model of community health and sustainability. Drawing attention to relational resources foregrounds social actors and their ingenuity, promoting equity-oriented scale-making.  相似文献   

The Von Neumann Entropy: A Reply to Shenker   总被引：1，自引：0，他引：1  

Henderson  Leah 《The British journal for the philosophy of science》2003,54(2):291-296

  相似文献   

Investigation of guided school tours,student learning,and science reform recommendations at a museum of natural history     

Anne M. Cox‐Petersen  David D. Marsh  James Kisiel  Leah M. Melber 《科学教学研究杂志》2003,40(2):200-218

A study of docent‐led guided school tours at a museum of natural history was investigated. Researchers engaged in naturalistic inquiry to describe how natural history content was conveyed to students and what students gained from this model of touring. They also investigated how the content and pedagogy within the guided tour complemented recommendations from formal science standards documents and informal learning literature. About 30 visiting school groups in Grades 2–8 were observed. Teachers (n = 30) and select students (n = 85) were interviewed. Researchers found that tours were organized in a didactic way that conflicted with science education reform documents and research related to learning within informal contexts. Students' responses to interview questions indicated high satisfaction with the tours but low levels of science learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 200–218, 2003  相似文献