Direct Experience With Nature and the Development of Biological Knowledge     

Sarah E. Longbottom  Virginia Slaughter 《Early education and development》2016,27(8):1145-1158

Research Findings: An emerging consensus is that casual, direct contact with nature influences the development of children’s biological knowledge. Here we review the existing literature on this topic, focusing on the effects of (a) rural versus urban rearing environments and (b) pet ownership and care on children’s biological concepts and reasoning. Although the research is limited, the evidence suggests that these factors positively influence children’s understanding of specific biological phenomena (e.g., internal organ function, biological inheritance) and reasoning patterns (e.g., anthropocentrism, ecological reasoning). Practice or Policy: In the modern context of diminishing outdoor playtime and limited experience with nature, this review highlights the importance of direct exposure to the natural world for children’s conceptual development in the domain of biology.  相似文献   

Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction     

Robert Thompson  Steve Tanimoto  Ruby Dawn Lyman  Kira Geselowitz  Kristin Kawena Begay  Kathleen Nielsen  William Nagy  Robert Abbott  Marshall Raskind  Virginia Berninger 《Education and Information Technologies》2018,23(3):1043-1068

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Mapping Learning Analytics initiatives in Latin America     

Cristian Cechinel  Xavier Ochoa  Henrique Lemos dos Santos  João Batista Carvalho Nunes  Virginia Rodés  Emanuel Marques Queiroga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):892-914

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The Pictorial Scale of Perceived Competence and Social Acceptance: Does It Work with Low-Income Urban Children?   总被引：5，自引：0，他引：5  

John W. Fantuzzo  Paul A. McDermott  Patricia Holliday Manz  Virginia R. Hampton  Nancy Alvarez Burdick 《Child development》1996,67(3):1071-1084

The present study represents a twofold investigation wherein ( a ) the construct validity of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and ( b ) the developmental appropriateness of the PSPCSA were empirically examined for urban Head Start children. Data were collected from a sample of 476 African-American children (48–64 months) representing children enrolled in a large metropolitan Head Start program. In the first study, neither replication of the test author's statistical procedures nor a series of exploratory factor analyses produced psychologically meaningful constructs. A second study tested the assumption that the PSPCSA administration format is developmentally appropriate for preschool children. Results from this study did not support the assumption that the PSPCSA is developmentally appropriate for preschool children. Implications for establishing valid assessment methods for urban Head Start children were discussed.  相似文献   

Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities     

Virginia W. Berninger 《Annals of dyslexia》2001,51(1):21-48

The historical roots of the IQ-achievement discrepancy definition of learning disability are discussed as a reference point for explaining why this definition came into being and why it is inadequate for dealing with the variety of learning and developmental disabilities that present in school settings. A proposal is offered and justified for defining learning disabilities on the basis of profiles for multiple developmental domains that affect learning. In this proposal, developmental dyslexia is differentiated from other learning disabilities. Developmental dyslexia is defined as uneven development (dissociation) between word reading and higher-level processes in the functional reading system. Dyslexics may struggle with word reading because of deficits in phonological processes, orthographic-phonological connections, and/or fluency (rate, automaticity, or executive coordination). The need for both national and international classification schemes for defining specific learning and developmental disabilities for the purposes of educational services and research is emphasized. Grant P50 33812-06 from the National Institute of Child Health and Human Development supported preparation of this article.  相似文献   

The Strong African American Families Program: translating research into prevention programming     

Brody GH  Murry VM  Gerrard M  Gibbons FX  Molgaard V  McNair L  Brown AC  Wills TA  Spoth RL  Luo Z  Chen YF  Neubaum-Carlan E 《Child development》2004,75(3):900-917

A randomized prevention trial contrasted families who took part in the Strong African American Families Program (SAAF), a preventive intervention for rural African American mothers and their 11-year-olds, with control families. SAAF is based on a contextual model positing that regulated, communicative parenting causes changes in factors protecting youths from early alcohol use and sexual activity. Parenting variables included involvement-vigilance, racial socialization, communication about sex, and clear expectations for alcohol use. Youth protective factors included negative attitudes about early alcohol use and sexual activity, negative images of drinking youths, resistance efficacy, a goal-directed future orientation, and acceptance of parental influence. Intervention-induced changes in parenting mediated the effect of intervention group influences on changes in protective factors over a 7-month period.  相似文献   

A process model of writing development across the life span   总被引：4，自引：0，他引：4  

Virginia W. Berninger  Frances Fuller  Dianne Whitaker 《Educational Psychology Review》1996,8(3):193-218

In this article, we provide an overview of writing development from a product perspective and from a process perspective. Then we discuss modifications of the most influential process model of skilled adult writing to explain beginning and developing writing, including a proposed developmental sequence of the emergence of cognitive processes in writing. Next we report the results of two recent dissertations by the second and third authors supervised by the first author aimed toward contrasting developmental issues: (a) specifying the algorithms or rules of thumb beginning and developing writers may use during on-line planning; and (b) investigating the further development of writing processes among skilled adult writers. In the first study, development was conceptualized as a linear process across age groups. In the second study, development was conceptualized as a horizontal process within skilled adult writers who expanded their expertise. Finally, we consider the developmental constraints and the instructional constraints on writing development and argue for a model of writing development in which endogenous and exogenous process variables interact to determine the outcome of the writing development process.  相似文献   

Women teachers and professional development: gender issues in the training programmes of the Aga Khan Education Service, Northern Areas, Pakistan     

Virginia Sales 《International Journal of Educational Development》1999,19(6):164

In the area of this study, teaching continues to provide the vast majority of formal sector jobs available to women. Within teaching, women's restricted access to training is addressed by AKES, whose programmes appear to meet women's immediate needs for localised training. Nevertheless, women remain largely unrepresented beyond the lowliest levels of the Service. This paper considers why this is so, and explores strategies for facilitating their professional and career development. It stresses the need for a contextualised, gender-aware approach to teacher education, and an avoidance of a simple correlation between girls' and women's education and their broader empowerment.  相似文献   

Risk factors in early child development: Is prenatal cocaine/poly-drug exposure a key variable?     

Leadelle Phelps  Nancy Virginia Wallace  Annie Bontrager 《Psychology in the schools》1997,34(3):245-252

In order to explore the possible confounding effects of age, race, sex, and socioeconomic status on developmental outcomes of prenatal cocaine exposure, two matched samples of preschoolers (20 children with cocaine/polydrug in utero exposure and 20 children with no prenatal drug exposure) were compared on the Stanford-Binet: 4th ed. (S-B: 4th ed.), Social Skills Rating System, Vineland Adaptive Behavior Scale—Survey Form, Preschool Language Scale: 3rd ed. (PLS: 3rd ed.), and the Child Behavior Checklist. None of the 40 children had attended or were currently enrolled in preschool programs. Both groups had scores approximately one standard deviation below the expected mean in social skills, auditory comprehension, and expressive language. Likewise, externalizing behavior difficulties were approximately one standard deviation above the mean for both groups. Results suggest in utero drug exposure had no independent impact on cognitive, social, language, and behavioral developmental outcomes when the confounding variables of age, ethnicity, gender, and SES were controlled. © 1997 John Wiley & Sons, Inc.  相似文献   

Work placement experience: should I stay or should I go?   总被引：1，自引：1，他引：0  

Kate Bullock  Virginia Gould  Momna Hejmadi  Gary Lock 《高等教育研究与发展》2009,28(5):481-494

The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences.  相似文献