Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research     

Megan A. Sumeracki  Yana Weinstein-Jones  Cynthia L. Nebel  Shelly J. Schmidt 《Journal of Food Science Education》2019,18(3):59-66

For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition.  相似文献   

Promoting and Providing Expert Guidance in Work-intensive Clinical Settings     

Amanda J. Henderson  Heather Alexander  Alison Haywood  Peta Stapleton  Marie Cooke  Elizabeth Patterson  Megan Dalton  Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities.  相似文献   

The Differential Impacts of Early Physical and Sexual Abuse and Internalizing Problems on Daytime Cortisol Rhythm in School-Aged Children     

Dante Cicchetti  Fred A. Rogosch  Megan R. Gunnar  Sheree L. Toth 《Child development》2010,81(1):252-269

The impact of early physical and sexual abuse (EPA/SA) occurring in the first 5 years of life was investigated in relation to depressive and internalizing symptomatology and diurnal cortisol regulation. In a summer camp context, school-aged maltreated ( n  =   265) and nonmaltreated ( n  =   288) children provided morning and late afternoon saliva samples on 5 consecutive days. Child self-report and adult observer reports of child internalizing and depressive symptoms were obtained. Children experiencing EPA/SA and high depressive or internalizing symptoms uniquely exhibited an attenuated diurnal decrease in cortisol, indicative of neuroendocrine dysregulation. These results were specific to EPA/SA rather than later onset physical or sexual abuse or early occurring neglect or emotional maltreatment.  相似文献   

Relations between early family risk, children's behavioral regulation, and academic achievement   总被引：3，自引：0，他引：3  

Sektnan M  McClelland MM  Acock A  Morrison FJ 《Early childhood research quarterly》2010,25(4):464-479

This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 - 54 months, and high maternal depressive symptoms from 1 - 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk.  相似文献   

The 4‐H Harvest: Sexuality and the State in Rural America Gabriel N. Rosenberg. University of Pennsylvania Press, 2016.          下载免费PDF全文

Megan E. Cannella 《Journal of American culture (Malden, Mass. : 2003)》2017,40(2):197-198

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Erratum to “Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children: development and initial validation”: [Early Childhood Research Quarterly 17 (2002) 338–355]     

Megan Noone Lutz  John Fantuzzo  Paul McDermott 《Early childhood research quarterly》2002,17(4):596

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The incidence and nature of letter orientation errors in reading disability     

Terepocki M  Kruk RS  Willows DM 《Journal of learning disabilities》2002,35(3):214-233

Letter orientation confusions (reversals) in the reading and writing of 10-year-old children with and without reading disability were investigated to determine whether reading disability is associated with letter orientation errors and to identify the nature of the errors. In a variety of tasks measuring letter orientation confusions in reception (reversal detection and recognition) and production (controlled writing, copying), individuals with reading disability made more orientation confusions than average readers. Orientation errors were more frequent for reversible than for nonreversible items in tasks involving long-term memory processes. The results did not appear to be related to group differences in attention or speed of motor responding. Possible sources of orientation confusions, including deficient magnocellular system processing, mislabeling, and overreliance on visual strategies, are discussed.  相似文献   

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?     

Diana Raufelder  Sandra Scherber  Megan A. Wood 《Psychology in the schools》2016,53(7):736-750

Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; M_Age =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.  相似文献   

Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?     

Marsha Ing  Noreen M. Webb  Megan L. Franke  Angela C. Turrou  Jacqueline Wong  Nami Shin  Cecilia H. Fernandez 《Educational Studies in Mathematics》2015,90(3):341-356

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THE POWER OF SOCIAL AND MOTIVATIONAL RELATIONSHIPS FOR TEST‐ANXIOUS ADOLESCENTS’ ACADEMIC SELF‐REGULATION     

Diana Raufelder  Frances Hoferichter  David Schneeweiss  Megan A. Wood 《Psychology in the schools》2015,52(5):447-462

Based on cognitive evaluation theory (CET) and organismic integration theory (OIT) – both sub‐theories of self‐determination theory (SDT) – the present study examined whether the academic self‐regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N = 1088; MAge = 13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher‐student relationship were found to be strong predictors of the self‐determined aspects of academic self‐regulation. Additionally, both peers as positive motivators and the student‐student relationship are essential for external self‐regulation.  相似文献