Editorial     

Sue Ralph 《Journal of Research in Special Educational Needs》2010,10(1):1-2

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Understanding Relations Among Early Family Environment, Cortisol Response, and Child Aggression via a Prevention Experiment     

Colleen R. O'Neal  Laurie Miller Brotman  Keng-Yen Huang  Kathleen Kiely Gouley  Dimitra Kamboukos  Esther J. Calzada  Daniel S. Pine 《Child development》2010,81(1):290-305

This study examined relations among family environment, cortisol response, and behavior in the context of a randomized controlled trial with 92 children ( M  =   48 months) at risk for antisocial behavior. Previously, researchers reported an intervention effect on cortisol response in anticipation of a social challenge. The current study examined whether changes in cortisol response were related to later child aggression. Among lower warmth families, the intervention effect on aggression was largely mediated by the intervention effect on cortisol response. Although the intervention also resulted in significant benefits on child engaging behavior, cortisol response did not mediate this effect. These findings demonstrate meaningful associations between cortisol response and aggression among children at familial risk for antisocial behavior.  相似文献   

Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self‐esteem     

David J. Miller  Derek P. Robertson 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):242-255

It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The aim of this exploratory study was to investigate the effects of a commercial off‐the‐shelf computer game on children's mental computation skills and on aspects of self‐perceptions. A pre–post design was employed. The participants were 71 primary school children (10–11 years old) from three classes. In School 1, a class of 21 children used a games console for 20 minutes each day, running a ‘brain training’ game. Two comparison groups were used. In School 2, 31 children used ‘Brain Gym’ techniques in their class over the treatment period. In school three, a class of 19 children acted as no‐treatment controls. The treatment period was 10 weeks. Significant pre–post gains were found in the games console group for both accuracy and speed of calculations, while results for the two comparison groups were mixed. The games console group showed significant gains in global self‐esteem, but not in other aspects of self‐concept. The comparison groups showed no significant gains in any area of self‐perceptions. There is a need now for upscaling to investigate generalisability.  相似文献   

Does the choice of reference levels of education matter in the ORU earnings equation?     

Barry R. Chiswick  Paul W. Miller 《Economics of Education Review》2010

This paper examines whether the results of the earnings equation developed in the over-education/required education/under-education (ORU) literature are sensitive to whether the usual or reference levels of education are measured using the Realized Matches or Worker Self-Assessment methods. The analyses are conducted for all male native-born and immigrant workers in the US, by level of skill, and by occupation. While point estimates differ, particularly when earnings equations are estimated for the smaller samples of sub-groups of the workforce, the general findings are robust to this measurement issue. Thus, the answers provided to the typical research questions in the ORU literature on the productivity of schooling are independent of the measure of the usual or reference level of education used in the analyses.  相似文献   

What happens when high‐stakes testing stops? Teachers' perceptions of the impact of compulsory national testing in science of 11‐year‐olds in England and its abolition in Wales     

Sue Collins  Michael Reiss  Gordon Stobart 《Assessment in Education: Principles, Policy & Practice》2010,17(3):273-286

The research aims to articulate the experiences and opinions of Year 6 (Y6) teachers, primary headteachers and primary science coordinators as a contribution to the debate about the effect of statutory national testing in England and its abolition in Wales. A multi‐faceted approach of quantitative and qualitative data collection and analysis was used in England and Wales including a telephone survey of 600 respondents and eight focus group interviews involving a total of 74 participants. The findings of this research provide insights into the strategies adopted by Y6 teachers in England in ensuring pupils gain the highest possible scores in high‐stakes national tests, used as the basis of published Schools and Colleges Assessment and Attainment Tables at Key Stage 2 (KS2). Test preparation is perceived by teachers to narrow the curriculum, and for science in particular, as the inclusion of only those aspects of science likely to be included in paper and pencil tests is said to have reduced many aspects of investigatory science in Y6. Year 6 teachers in Wales reported working to develop effective teacher assessment strategies, supported by the continued use of optional test materials, to inform summative judgements about pupils' levels of attainment in science at KS2. Practical science activities, including investigations, were reported as becoming an important feature of science lessons in Y6 in Wales. Although it is too soon to make predictions about the longer‐term effects of the abolition of national testing on Y6 teachers and the teaching of science in Wales, early indications suggest increased opportunities for investigative science in Y6.  相似文献   

Evaluating the importance of common components in school-based websites: Frequency of appearance and stakeholders’ judged value     

Susan Miller  Karen I. Adsit  Ted Miller 《TechTrends》2005,49(6):34-41

Conclusion Only eight of the 70 schools included in the study incorporated more that 50 percent of the recommended features (i.e., 10 out of 19) in their site. At this time, it is not evident why this occurred. It may be that webmasters are unaware of the features that are deemed most desirable. Or the decision for including specific web features may rely upon willingness on the part of the developer and/or the technology committee to set aside time and energy for keeping the website current. Simultaneously, composition of the school website is reliant upon the school having personnel with the technical expertise needed to make Web changes. This presence may not always be available, and if an outside source is needed for updates and changes, complexity could become a significant burden. Further research could reveal the reasons for inclusion or exclusion of valuable features. These data indicate a need for schools to examine websites in light of commonly agreed-to desirable features. Most schools do not currently supply a majority of the desirable features that are noted in the literature. Further, the results of the current study suggest that it is important for schools to be aware of the specific needs of specific audiences. Parents and students appear to disagree somewhat about the specific types of data that are useful in a website. It also appears that schools will need to determine and resolve organizational or other issues that apparently preclude the presentation of some timely information on their websites.  相似文献   

Folded Memories and Future Dialogues: Teaching Language Arts     

Janet L Miller 《Teaching Education》2013,24(1):16-18

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A Brief Study of Nutritional Status in Relation to Strength and Skill     

Alice H. Miller 《Research quarterly for exercise and sport》2013,84(3):66-74

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LOST IN TRANSLATION: USING VIDEO ANNOTATION SOFTWARE TO EXAMINE HOW A CLINICAL SUPERVISOR INTERPRETS AND APPLIES A STATE-MANDATED TEACHER ASSESSMENT INSTRUMENT     

Matthew James Miller  Joanne Carney 《The Teacher Educator》2013,48(4):217-231

This case study examines the reasoning of a clinical supervisor as she assesses preservice teacher candidates with a state-mandated performance assessment instrument. The supervisor's evaluations were recorded using video annotation software, which allowed her to record her observations in real-time. The study reveals some of the inherent challenges in clinical supervision and the use of a state's mandated performance rubrics to evaluate teacher competencies. Findings indicate that the clinical supervisor found it difficult to interpret rubric criteria, often made tenuous claims about candidates' performance, and tended to require students to design lessons that were artificial demonstrations of mandated competencies. Findings also suggest that the difficulties faced by the clinical supervisor were likely connected to inadequate professional development regarding the use of the state-mandated performance assessment instrument. The article concludes with a discussion of the need for better professional development for clinical supervisors given their important role in the professional development of tomorrow's teachers and suggests other areas for future research.  相似文献   

Cognitive Tools for Writing: Scaffolding the Performance of Students through Technology     

Carol Sue Englert  Xiuwen Wu  Yong Zhao 《Learning disabilities research & practice》2005,20(3):184-198

Abstract. This study entailed the implementation and evaluation of a Web‐based technology designed to support the writing performance of fourth‐ and fifth‐grade students with learning disabilities (LD). The technology, Technology‐Enhanced Learning Environments on the Web (TELE‐Web), was implemented in a resource room setting involving 12 students with LD in the upper elementary grades. To evaluate the effects of the scaffolds on performance, students wrote personal news stories in three conditions: Scaffolded Personal News, Unscaffolded Personal News, and paper and pencil. The results revealed that the scaffolding condition significantly improved writing performance, particularly with respect to students' abilities to produce organized texts.  相似文献