An evaluation of Fresh Start as a catch-up intervention: a trial conducted by teachers     

Stephen Gorard  Nadia Siddiqui  Beng Huat See 《Educational studies》2016,42(1):98-113

This paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonics programme for small groups of pupils, here implemented three times per week over 22 weeks. The intervention was led by the schools themselves and assessed in cooperation with the independent evaluators. A group of 433 year 7 pupils (first year of secondary school) were identified by schools as having literacy attainment below “secure” KS2 level 4, and individually randomised to a treatment group or a waiting-list control. The pupils were assessed via GL’s New Group Reading Test. Missing data at pre- and post-test amounted to 3% of the total. The overall “effect” size in terms of gain scores from pre- to post-test was +0.24, and this was repeated in a sub-group analysis involving only FSM-eligible pupils. However, there was some imbalance between the two groups at the outset, and this must lead to a slight caution about the findings, and to some doubts about whether one or more schools unwittingly subverted the randomisation. Other than this, the aggregated trial shows that schools can conduct evaluations of their own interventions with firm guidance from experts, and under favourable conditions such as individual randomisation and lack of extended involvement by developers with a conflict of interests.  相似文献   

IMPACT EVENTS AND THE MAXIMIZING OF EDUCATIONAL AND EMPLOYMENT FUTURES     

Benjamin B. Hoffman 《Higher Education in Europe》1981,6(3):63-67

The author is concerned with the possibilities and limits of forecasting and maximizing models and the possible use of impact events in such models. His proposal on how and when to implement such models is of direct concern to administrators and decision‐makers in higher education.

Benjamin Hoffman is an educational planner specialized in forecasting models and survey tools applicable inside and outside of higher education system. Presently he is planning officer at the University Grants Commission, Winnipeg, Manitoba, Canada.  相似文献   

Children’s Cognitive and Behavioral Reactions to an Autonomous Versus Controlled Social Robot Dog     

Nadia Chernyak  Heather E. Gary 《Early education and development》2016,27(8):1175-1189

Research Findings: Interactive technology has become ubiquitous in young children’s lives, but little is known about how children incorporate such technologies into their intuitive biological theories. Here we explore how the manner in which technology is introduced to young children impacts their biological reasoning, moral regard, and prosocial behavior toward it. We asked 5- and 7-year-old children to interact with a robot dog that was described either as moving autonomously or as remote controlled. Compared with a controlled robot, the autonomous robot caused children to ascribe higher emotional and physical sentience to the robot, to reference the robot as having desires and physiological states, and to reference moral concerns as applying to the robot. Children who owned a dog at home were more likely to behave prosocially toward the autonomous robot than those who did not. Practice or Policy: Recent work has begun to use robots as learning tools. Our results suggest that the manner in which robots are introduced to young children may differentially impact children’s learning. Presenting robots as autonomous agents may help promote children’s social-emotional development, whereas presenting robots as human controlled may help promote robots as purely cognitive educational tools.  相似文献   

Some effects of early social stimulation on the emotional reactivity of ducklings     

Sandra H. Klein  Howard S. Hoffman  Peter DePaulo 《Learning & behavior》1976,4(3):257-260

Newly hatched Khaki Campbell ducklings were housed with a conspecific for 24 h beginning at either 1 or 5 days of age. A third group of ducklings received no social stimulation. When tested on Day 7, ducklings afforded early social stimulation exhibited less distress calling and crouching in a novel open field than ducklings exposed to late or no social stimulation. A second experiment asked whether the above result was due to early social stimulation per se or to the separation which occurred at its termination. Newly hatched ducklings were housed with a conspecific beginning on Day 1. One-half of the birds were separated from their companions on Day 2; the rest were separated on Day 6. On Day 7, the ducklings that were separated early exhibited less crouching and distress calling in a novel open field than the birds that were separated late. This finding implies that the withdrawal of social stimulation, rather than social stimulation perse, was responsible for the reduced emotional behavior observed in Experiment I. It is concluded that early withdrawal of social stimulation generated a strong aversive reaction and that it was the strength and timing of this reaction that mediated the emotionality moderating effects found here. Under these circumstances, the primary function of early social stimulation was to establish a condition whereby the aversive reaction generated by separation would occur early.  相似文献   

Motivational engagement and video gaming: a mixed methods study     

Bobby Hoffman  Louis Nadelson 《Educational technology research and development : ETR & D》2010,58(3):245-270

A mixed methods design was used to identify factors associated with motivational engagement in video gaming. Self-report instruments were administered to 189 video game players to assess goal orientations, affect, need for cognition, and perceptions of engagement and flow. Simultaneously, a sub-set of 25 participants were interviewed and results analyzed to identify patterns that influenced their propensity for gaming. Regression results revealed motivational engagement for gaming was related to gender, hours of play, task orientation, and socialization. Players indicated that gaming was socially captivating, fun, challenging but relaxing, and precipitated positive affect and cognition even when unsuccessful results were achieved. The negative consequences normally associated with task failure were not reported by participants to take place during gaming. We concluded transfer of motivational engagement in gaming for entertainment to educational contexts was unlikely to occur.  相似文献   

冰岛的新宠     

Peter Hoffman  赵翔 《海外英语》2009,(4):36-38

越野车,即SUV,在美国非常流行,现在它在冰岛首都雷克雅未克的大街上随处可见。大型客车,即四轮驱动车,已经招来了那些关注环境的人们的批评,因为它们耗油量大,而且大量排放二氧化碳。正如史蒂芬·鲍里卡斯所说,冰岛近来对SUV的迷恋或许具有全球意义。  相似文献   

Click,Swipe, and Read: Sharing e-Books with Toddlers and Preschoolers     

Jessica L. Hoffman  Kathleen A. Paciga 《Early Childhood Education Journal》2014,42(6):379-388

e-Books share some key features with traditional printed picture books, but also include distinct features such as live animation, interactive components, and the operation of the technology that require new approaches to shared reading with young children. The purpose of this paper is to better inform adults working with young children (teachers, child care providers, and parents) of important factors to consider when choosing and sharing e-books with young children. We discuss why to share e-books with young children; types of e-books and how to evaluate them; how adults can best support young children’s language and literacy development through shared readings of e-books, including examples of shared readings of an e-book with young children; and an exploration of the potential of e-books to support meaningful interactions around texts.  相似文献   

Toward Understanding the Potential of Games for Learning: Learning Theory,Game Design Characteristics,and Situating Video Games in Classrooms     

Selen Turkay  Daniel Hoffman  Charles K. Kinzer  Pantiphar Chantes  Christopher Vicari 《学校用计算机》2014,31(1-2):2-22

Researchers have argued that an effort should be made to raise teachers’ and parents’ awareness of the potentially positive educational benefits of playing video games (e.g., see Baek, 2008 Baek, Y.K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11, 665–671.[Crossref], [PubMed] , [Google Scholar]). One part of this effort should be to increase understanding of how video games can be situated within teachers’ existing goals and knowledge of learning and instruction. However, relatively little research on game-based learning addresses teachers (Ketelhut & Schifter, 2011), and for many a gap remains between the apparent enthusiasm of researchers and policy makers relative to the potential of educational games and the attendant practicalities of selecting and implementing video games in classroom settings. This article begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using video games. To this end, we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential design issues that educators should take into account when considering a video game for educational use.  相似文献   

Assessment for self-blame and trauma symptoms during the medical evaluation of suspected sexual abuse     

John D. Melville  Nancy D. Kellogg  Nadia Perez  James L. Lukefahr 《Child abuse & neglect》2014

The purpose of this study was to describe behavioural and emotional symptoms and to examine the effect of abuse-related factors, family responses to disclosure, and child self-blame on these symptoms in children presenting for medical evaluations after disclosure of sexual abuse. A retrospective review was conducted of 501 children ages 8–17. Trauma symptoms were determined by two sets of qualitative measures. Abstracted data included gender, ethnicity, and age; severity of abuse and abuser relationship to child; child responses regarding difficulty with sleep, school, appetite/weight, sadness, or self-harm, parent belief in abuse disclosure, and abuse-specific self-blame; responses to the Trauma Symptom Checklist in Children-Alternate; and the parent's degree of belief in the child's sexual abuse disclosure. Overall, 83% of the children had at least one trauma symptom; 60% had difficulty sleeping and one-third had thoughts of self-harm. Child age and abuse severity were associated with 3 of 12 trauma symptoms, and abuse-specific self-blame was associated with 10 trauma symptoms, after controlling for other variables. The children of parents who did not completely believe the initial disclosure of abuse were twice as likely to endorse self-blame as children of parents who completely believed the initial disclosure. Screening for behavioural and emotional problems during the medical assessment of suspected sexual abuse should include assessment of self-blame and family responses to the child's disclosures. In addition, parents should be informed of the importance of believing their child during the initial disclosure of abuse and of the impact this has on the child's emotional response to the abuse.  相似文献   

Incorporation of Caprylic Acid into a Single Cell Oil Rich in Docosahexaenoic Acid for the Production of Specialty Lipids     

Daniela Kanno Mathias  Jacqueline Piazentin Costa  Carolina Rodrigues Calvo  Roberta Claro da Silva  Attilio Converti  Nadia Segura  Ivn Jachmanin  Luiz Antonio Gioielli  Juliana Neves Rodrigues Ract 《Food Technology and Biotechnology》2020,58(4):411

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