Paternal Sensitivity and Children’s Cognitive and Socioemotional Outcomes: A Meta-Analytic Review     

Michelle Rodrigues  Nina Sokolovic  Sheri Madigan  Yiqi Luo  Victoria Silva  Shruti Misra  Jennifer Jenkins 《Child development》2021,92(2):554-577

In a series of meta-analyses, paternal sensitivity was associated with children’s (age range: 7 months–9 years) overall cognitive functioning (N = 3,193; k = 23; r = .19), including language skills (k = 9; r = .21), cognitive ability (k = 9; r = .18), and executive function (k = 8; r = .19). Paternal sensitivity was not associated with children’s overall socioemotional functioning (N = 2,924; k = 24; r = −.03) or internalizing problems, but it was associated with children’s emotion regulation (k = 7; r = .22) and externalizing problems (k = 19; r = −.08). In the broad cognitive functioning, executive function, broad socioemotional functioning, and externalizing problems meta-analyses, child age was a significant moderator.  相似文献   

Child Language Difficulties and Internalizing and Externalizing Symptoms: A Meta-Analysis     

Rochelle F. Hentges  Chloe Devereux  Susan A. Graham  Sheri Madigan 《Child development》2021,92(4):e691-e715

This study conducted two meta-analyses to synthesize the association between children’s language skills and two broad-band dimensions of psychopathology: internalizing and externalizing. Pooled estimates across 139 samples (externalizing k = 105; internalizing k = 90) and 147,305 participants (age range: 2–17 years old; mean % males: 53.75; mean % White participants: 55.59; mean % minority participants: 43.12) indicated small but significant associations between child language skills and externalizing problems (Hedges’ g = .22) and between language skills and internalizing problems (Hedges’ g = .23). The association between language difficulties and externalizing problems was stronger amongst males and in children with low versus high sociodemographic risk. Implications of the results for theory and practice are discussed.  相似文献   

Educators' Beliefs About Risk and Prevention: The Context for Changing Practice     

Robert C. Pianta  Sheri L. Nimetz 《Early education and development》1989,1(2):115-126

This study describes the results of a survey of beliefs about risk, prevention, and early school failure held by a sample of highly experienced educators in the state of Virginia. The results indicate that risk is a widely used concept and have varied meanings, many of which are only marginally related to prevention and early intervention. There appears to be a gap between what educators identify as risk factors for early school failure and what they perceive to be the role of the schools in reducing early school failure. Finally, despite misconceptions regarding the concepts of risk and prevention, educators appear open to service delivery systems based on these concepts. The results are discussed in terms of the possible need to address educators' beliefs about risk and prevention prior to attempting to change practice.  相似文献   

Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews     

Lisa Wiltbank  Kurt Williams  Rachel Salter  Lauren Marciniak  Emily Sederstrom  Melody McConnell 《Assessment & Evaluation in Higher Education》2019,44(3):431-448

As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning.  相似文献   

The Impact of Cyclops Shared-Screen Teleconferencing in Distance Tutoring     

David McConnell 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):41-74

This paper presents the major outcomes of a two-year trial of the Open University's Cyclops shared-screen telewriting tutorial system. The impact of the system is considered in terms of the human factors of the technology; tutors'and students'experiences of Cyclops; and tutorial activities and their acceptability to the participants.  相似文献   

Instructor Social Presence Effects on Learner Social Presence,Achievement, and Satisfaction     

Beth Oyarzun  Daisyane Barreto  Sheri Conklin 《TechTrends》2018,62(6):625-634

Instructor social presence involves instructors establishing their presence as “being there” in terms of frequency of communication and interaction with students as well as supporting students throughout the learning process (Lowenthal 2015). Instructor social presence can be constructed and maintained through the design and facilitation of online courses. Studies have indicated that instructor social presence can be correlated with increased learning satisfaction, engagement and achievement as well as learners perceptions of the instructor. This sequential explanatory mixed method study investigated the effects of instructor social presence on achievement, satisfaction and learner social presence and further sought to identify effective instructor social presence techniques in asynchronous online courses. The results of this study showed that the degree of instructor social presence significantly influenced instructor perceptions of student achievement. Findings also suggest that a well-designed collaborative learning activity can be an effective strategy for building instructor social presence.  相似文献   

Assessing Teachers’ Science Content Knowledge: A Strategy for Assessing Depth of Understanding     

Tom J. McConnell  Joyce M. Parker  Jan Eberhardt 《Journal of Science Teacher Education》2013,24(4):717-743

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers’ content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses.  相似文献   

Encouraging mathematics participation through improved self-efficacy: a school counseling outcomes study     

Lia D. Falco  Jessica J. Summers  Sheri Bauman 《Educational Research and Evaluation》2013,19(6):529-549

This article presents findings from a study investigating the effects of a middle school counseling intervention, using a specially designed curriculum, on participating students' attitudes, self-efficacy, and performance in mathematics. Hierarchical linear modeling was used to test for main effects between condition and sex and condition x sex interaction effects on all outcome measures across 3 time points: pre-intervention, post-intervention, and follow-up. At pre-intervention, boys were significantly higher than girls on all variables except for performance in math. Models for growth indicated that students in the experimental group improved at a significant rate compared to girls in the control group on motivation, value, enjoyment, and confidence in mathematics. Implications of the findings are therefore particularly relevant for girls, who may benefit from interventions designed to increase their attitudes and self-efficacy for mathematics.  相似文献   

Annual Review of Information Science and Technology,volume 42, by Blaise Cronin     

Sheri Edwards 《期刊图书馆员》2013,64(1-2):159-161

No abstract available for this article.  相似文献   

‘I Actually Contributed to Their Research': The influence of an abbreviated summer apprenticeship program in science and engineering for diverse high-school learners     

Stephen R. Burgin  William J. McConnell  Alonzo M. Flowers III 《International Journal of Science Education》2013,35(3):411-445

This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations.  相似文献