Preschool Math Exposure in Private Center-Based Care and Low-SES Children’s Math Development     

Heather J. Bachman  Jessica L. Degol  Leanne Elliott  Laura Scharphorn  Nermeen E. El Nokali  Kalani M. Palmer 《Early education and development》2018,29(3):417-434

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings.  相似文献   

A new design for manuscript typesetting in the Journal of Research in Science Teaching: Increasing efficiencies and embracing future publication trends          下载免费PDF全文

Fouad Abd‐El‐Khalick  Dana L. Zeidler 《科学教学研究杂志》2018,55(1):3-4

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Within‐Family Relations in Objective Sleep Duration,Quality, and Schedule          下载免费PDF全文

Chrystyna D. Kouros  Mona El‐Sheikh 《Child development》2017,88(6):1983-2000

The current study examined within‐family relations between mothers’, fathers’, and children's objectively assessed sleep. Participants were 163 children (M_age = 10.45 years; SD = 0.62) and their parents. For 7 nights, families wore actigraphs to assess sleep duration (minutes), quality (efficiency, long wake episode, total wake minutes), and schedule (wake time). A sleep log assessed bedtime. Multilevel models indicated that children's sleep minutes, sleep efficiency, wake minutes, and wake time were associated with fluctuations in their mothers’, but not fathers’, sleep that same night. The duration and quality of mothers’ sleep was associated with both fathers’ and children's sleep that night, whereas fathers’ sleep was positively associated with only mothers’ sleep. Findings highlight the importance of examining sleep within a family context.  相似文献   

The effect of test expectations on study strategies and test performance: a metacognitive perspective     

Sabry M. Abd‐El‐Fattah 《教育心理学》2011,31(4):497-511

The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance.  相似文献   

Exact performance analysis of OS modified versions with noncoherent integration in nonideal situations     

Mohamed B. El Mashade 《Journal of The Franklin Institute》2005,342(5):521-550

The radar signals returning from the targets being illuminated are usually accompanied by thermal noise and clutter. Constant false alarm rate (CFAR) processors are useful for detecting these targets in a background for which the parameters of the statistical distribution are not known and may be nonstationary. The ordered-statistics (OS) CFAR technique has been proven to work satisfactorily in both multiple-target and nonuniform clutter cases. Unfortunately, the large processing time taken by this scheme limits its practical uses. The modified versions of the OS processor have been proposed to replace it in these applications. They can reduce the processing time of the single-window OS detector in half without changing its useful properties. Our goal in this paper is to provide a complete detection analysis for the OS processor along with ordered-statistic greatest-of (OSGO) and ordered-statistic smallest-of (OSSO) modified versions, for M postdetection integrated pulses when the operating environment is nonideal. Analytical results of performance are presented in both multiple-target situations and in regions of clutter power transitions. The primary and the secondary interfering targets are assumed to be fluctuating in accordance with the Swerling II target fluctuation model. As the number of noncoherently integrated pulses increases, lower threshold values and consequently better detection performances are obtained in both homogeneous and multiple-target background models. However, the false alarm rate performance of OSSO-CFAR scheme at clutter edges worsens with increasing the postdetection integrated pulses. As predicted, the OSGO-CFAR detector accommodates the presence of spurious targets in the reference window, given that their number is within its allowable range in each local window, and controls the rate of false alarm when the contents of the reference cells have clutter boundaries. The OSSO-CFAR scheme is useful in the situation where there is a cluster of radar targets amongst the estimation cells.  相似文献   

Mobile learning as alternative to assistive technology devices for special needs students     

Jalal Ismaili  El Houcine Ouazzani Ibrahimi 《Education and Information Technologies》2017,22(3):883-899

Assistive Technology (AT) revolutionized the process of learning for special needs students during the past three decades. Thanks to this technology, accessibility and educational inclusion became attainable more than any time in the history of special education. Meanwhile, assistive technology devices remain unreachable for a large number of students with disabilities, especially in under-developed and developing countries like Morocco due to a number of factors, especially, availability and affordability. Mobile learning, using smartphones and tablets in particular, may provide alternative solutions as special education tools in such countries. Additionally, open source platforms, particularly Google play store with all the applications it accommodates for disabled people, may obviate the need for monofunctional, sometimes expensive, AT devices. The present paper sets out to investigate potentials of using smartphones and tablets as alternative learning tools for assistive technology devices within formal and informal learning environments. It compares seven free Google Play medical apps with seven assistive technology devices at the level of functionality and affordability. The apps are of relevance to cases of physical as well as mental disabilities, namely hearing impairment, visual impairment, autism and speech articulation disorders.  相似文献   

Pedler,Mike & Abbott,Christine (2013) Facilitating action learning McGraw‐Hill (Maidenhead & New York) isbn 978‐033524597‐0 204 pp £19.99 http://www.mheducation.co.uk/9780335245970‐emea‐facilitating‐action‐learning‐a‐practitioners‐guide          下载免费PDF全文

Dr Nancy El‐Farargy 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):E17-E18

This most helpful book supports action learning practitioners in organising collaborative working and knowledge generation and implementation. The case studies help inspire and motivate readers to take action, and the book as a whole leans towards practical guidance rather than being loaded with theory. It's a readable text for aspiring action learning practitioners aiming to drive forward and implement such ideas, and to share learning at system‐wide scale. It also serves as a quick reference guide for the personal libraries of more seasoned practitioners and other leaders and developers. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. Nancy El‐Farargy  相似文献   

Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning     

Abir El Sadik  Waleed Al Abdulmonem 《Anatomical sciences education》2021,14(4):482-490

One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018–2019) and the traditional group (49 students) of the academic year (2017–2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads.  相似文献   

An On-Demand and Cloud-Based Digital Scholarship Applications Dashboard     

Elías Tzoc  John Millard 《图书馆管理杂志》2017,57(5):563-576

Building on the findings of a 2013 NEH Digital Humanities Start-Up funded project, in early 2016 we began working on an IMLS Sparks! funded project: Digital Scholarship Applications Dashboard. The project is a collaborative initiative between University IT and the Library's Center for Digital Scholarship. We are currently evaluating an efficient and user-friendly dashboard solution that will allow faculty and student to easily choose, configure, deploy, and evaluate any of a set of common web applications in a shared and virtual hosting environment. The service is similar to those offered by commercial hosting providers for deployment of popular web applications, but our Scholars Dashboard service will focus on tools more relevant to digital scholarship and digital humanities. The prototype leverages OpenNebula, an open source cloud-computing platform for managing distributed data center environments, and Amazon Web Services for deploying virtual machines. In this article, we will describe the work we have done in the last year and further discuss the role of digital scholarship teams within academic libraries in providing cloud-based infrastructure for digital scholarship and research.  相似文献   

A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks          下载免费PDF全文

Fouad Abd‐El‐Khalick  John Y. Myers  Ryan Summers  Jeanne Brunner  Noemi Waight  Nader Wahbeh  Ava A. Zeineddin  Jeremy Belarmino 《科学教学研究杂志》2017,54(1):82-120

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