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71.
Research findings: In order to assess the relations between sleep problems and temperament in infants, temperament ratings of 63 toddlers who presented with night waking problems were compared to those of 35 non-referred toddlers. An objective method to assess sleep patterns was used to validate the distinct sleep patterns of the two groups prior to the comparison of the temperament scales. Measures included: Toddler Temperament Questionnaire (TTQ) and the child's scales of the Parental Stress Index (PSI). On the TTQ, Night Wakers were rated as having lower sensory thresholds compared to the controls. Night Wakers were also rated as less adaptive than the controls. On the PSI, Night Wakers were rated as more distractible; less reinforcing; less adaptive and more demanding. Practice or policy: The results suggest that sleep disturbances in early childhood are closely associated with negative maternal perceptions of child temperament. It is proposed that early detection and treatment of sleep problems during early childhood may prevent some of the associated negative behavioral consequences. 相似文献
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Previous studies have shown that students often ignore molecular mechanisms when describing genetic phenomena. Specifically, students tend to directly link genes to their encoded traits, ignoring the role of proteins as mediators in this process. We tested the ability of 10th grade students to connect genes to traits through proteins, using concept maps and reasoning questions. The context of this study was a computational learning environment developed specifically to foster this ability. This environment presents proteins as the mechanism-mediating genetic phenomena. We found that students’ ability to connect genes, proteins, and traits, or to reason using this connection, was initially poor. However, significant improvement was obtained when using the learning environment. Our results suggest that visual representations of proteins’ functions in the context of a specific trait contributed to this improvement. One significant aspect of these results is the indication that 10th graders are capable of accurately describing genetic phenomena and their underlying mechanisms, a task that has been shown to raise difficulties, even in higher grades of high school. 相似文献
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Science & Education - Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both... 相似文献
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The present study has three purposes: (a) to determine who disseminates information on cochlear implants on the Web; (b) to describe a representative sample of Web sites that disseminate information on cochlear implants, with a focus on the content topics and their relevance to parents of deaf children; and (c) to discuss the practical issues of Web-based information and its implications for professionals working with parents of deaf children. Using the terms "cochlear implants" and "children," the first 10 sites generated by the four most popular search engines (Google, Yahoo, Microsoft's MSN, and America Online) at two points in time were selected for analysis, resulting in a sample of 31 Web sites. The majority of Web sites represented medically oriented academic departments and government organizations, although a wide variety of other sources containing information about cochlear implants were also located. Qualitative analysis revealed that the content tended to fall into eight categories; however, the important issues of educational concerns, habilitation following surgery, and communication methods were either addressed minimally or neglected completely. Using analytical tools that had been developed to evaluate "user friendliness" in other domains, each Web site was assessed for its stability, service/design features and ease of use. In general, wide variability was noted across the Web sites for each of these factors. The strong recommendation is made that professionals understand and enhance their knowledge of both the advantages and limitations of incorporating the new technology into their work with parents. 相似文献
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Amatzia Weisel Anat Zaidman 《International Journal of Disability, Development & Education》2003,50(3):309-323
Differences between religious and secular people in their attitudes towards persons with disabilities may originate in social-cultural factors, such as values and norms, as well as in personality factors like dogmatism. Since religious and secular people differ in these characteristics, it was expected that they would differ in their attitudes as well. Attitudes towards persons with disabilities reflect complex interpersonal and intrapersonal processes and therefore should be assessed with multidimensional measures. In the present study the attitudes of 83 religious and 51 secular Israeli adolescents were measured with Siller's Disability Factor Scale–General (DFS-G). The questionnaire included seven factors that reflect psychodynamic processes operating to protect the individual against the threat and anxiety associated with the presence of a person with a disability or even by the mere consideration of his/her condition. Level of dogmatism was measured as well. No differences in dogmatism were found between the two groups. Secular participants expressed more positive attitudes than religious participants on two attitude scales—Generalized Rejection and Authoritarian Virtuousness. These two scales express special, segregative, and unequal attitudes. The findings give some support to the claim that religious affiliation, even if it encourages care for persons with disabilities, is associated with segregation and attribution of unequal social status to these people. 相似文献
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Rafi Nachmias David Mioduser Anat Cohen Dorit Tubin Alona Forkosh-Baruch 《Education and Information Technologies》2004,9(3):291-308
This paper analyzes the factors involved in successful implementation of innovative pedagogical practices using ICT in ten Israeli schools. The research questions addressed are: 1. What is the configuration and intensity level of the various factors involved in the implementation of innovative pedagogical practices using ICT in schools? 2. Can a connection be identified between the level of intensity of the different factors affecting the innovation and the level of change in various domains of innovation (e.g., teacher role, student role, curriculum, and time and space configurations)? Data from ten case studies in Israeli schools were analyzed using the framework developed to measure the intensity of the factors involved in the innovation. Infrastructure, factors within the school, school climate and educational policy were found to be the most involved categories. These factors mostly affect aspects of the innovation related to teacher roles, instructional contents and teaching methods. 相似文献
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OBJECTIVES: This paper reports on the prevalence of emotional and physical maltreatment of students in primary schools by school staff in Israel. Victimization by staff was analyzed according to students' gender, age group (4th, 5th, and 6th grade), cultural group (Jewish-non-religious, Jewish-religious, and Arab schools), school characteristics (school size and class size), and by socio-economic status of the students' families. METHOD: Data were obtained from a nationally representative sample of 5472 students in Grades 4-6 in 71 schools across Israel. The students completed questionnaires during class, which included a scale for reporting physical and psychological maltreatment by staff. Data on the socio-economic status of the families of the students in each school were also obtained. RESULTS: Students reported generally high rates of maltreatment by staff members. Almost a third reported being emotionally maltreated by a staff member, and more than a fifth (22.2%) reported being a victim of at least one type of physical maltreatment. The most vulnerable groups for maltreatment were males, students in Arab schools, and students in schools with a high percentage of students from low-income and low-education families.CONCLUSIONS: These high rates of primary school students' victimization by staff are unacceptable. We recommend educational campaigns among teachers, as well as allocating more resources to support staff in low socio-economic neighborhoods. 相似文献
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This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N = 41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains were preserved in near and far transfer tasks immediately after the end of instruction and 3 months later. Explicit teaching of MSK affected both LA and HA students, but it was extremely valuable for LA students who required a longer period than HA students to reach their top score. 相似文献
80.
Hunter Gehlbach Scott W. Brown Andri Ioannou Mark A. Boyer Natalie Hudson Anat Niv-Solomon Donalyn Maneggia Laura Janik 《Contemporary educational psychology》2008,33(4):894-914
This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre–post-design, we examined 305 middle school students (49% female) who participated in the web-based GlobalEd simulation. In contrast to the motivation declines middle school students usually experience, participants in this simulation became more interested in social studies. We investigated four hypotheses as to why these increases may have occurred. We found no support for the possibility that, (a) students’ interest in a particular issue area or (b) their increased valuing of the subject matter, were related to their increased interest. However, results suggested that, (c) the challenging nature of the activity and (d) students’ increased propensity to engage in social perspective taking may have bolstered their interest in social studies. The discussion explores future research directions and whether implications for classroom teachers are warranted given the correlational nature of the research. 相似文献