Understanding How the Arts Can Enhance Learning     

Susan H. Magsamen  Antonio M. Battro 《Mind, Brain, and Education》2011,5(1):1-2

Understanding how the arts can enhance learning has long been discussed and debated among educators, students, parents, artists, art historians, and philosophers. Many anecdotal examples reference the value and benefits of the arts in a range of fields and learning domains. Emerging methodologies in the brain sciences have added new perspectives and research‐based approaches to better understand the role the arts might play in learning. Psychologists, cognitive scientists, and now neuroscientists are approaching this topic by exploring memory, sensory systems, and other biological measures. The interdisciplinary and potentially interdependence of these fields to work together to identify the neurological mechanisms involved in the arts may offer educators, parents, and child care providers with important information about how we learning takes place. By bringing together uncommon and divergent thinking from a wide range of disciplines, there is an opportunity to change the way we teach, parent, and serve children using the arts to help enhance learning. This issue of Mind, Brain, and Education celebrates the range of approaches that are emerging to shed light and insight in this field.  相似文献   

Individual Differences in Childhood Behavior Disorders Associated With Epigenetic Modulation of the Cortisol Receptor Gene          下载免费PDF全文

Mark R. Dadds  Caroline Moul  David J. Hawes  Antonio Mendoza Diaz  John Brennan 《Child development》2015,86(5):1311-1320

Behavioral/emotional difficulties in children are the first sign of mental health problems. These problems are however, heterogeneous. A domain that may identify homogenous subgroups is hypothalamic–pituitary–adrenal function. This study tested whether epigenetic regulation of glucocorticoid receptor gene could explain the co‐occurrence of anxiety problems in children with behavior problems. Four‐ to 16‐year‐old clinically referred children (N = 241) were measured for psychiatric symptoms, methylation of target CpG sites in blood or saliva, and morning cortisol levels in those who gave blood. Increased methylation of promoter 1F CpG sites was associated with higher vulnerability to co‐occurring internalizing symptoms and morning cortisol. The results support increasing optimism that epigenetic regulation of key neuroendocrine systems might help explain hitherto unfathomable individual differences in susceptibility to psychiatric symptom profiles.  相似文献   

Effects of college programme characteristics on graduates’ performance     

Adela García-Aracil 《Higher Education》2015,69(5):735-757

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Curriculum studies in Brazil – intellectual histories,present circumstances     

Antonio Flavio Barbosa Moreira 《Compare》2015,45(2):331-334

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Negotiating empire: the cultural politics of schools in Puerto Rico, 1898–1952     

Amílcar Antonio Barreto 《History of education》2015,44(4):529-531

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Gender differences in adolescents’ choice of heroes and admired adults in five countries     

Juan Diego Estrada  Cristina García-Ael  José Luis Martorell 《Gender and education》2015,27(1):69-87

Seven hundred and sixty-eight adolescents from five countries and regions (USA, Spain, Hong Kong, Qatar, and Malaysia), aged 13–19 (M?=?15.78; SD?=?1.28) years, responded to a questionnaire designed to determine who was their most admired famous adult or hero. Male heroes clearly outnumbered admired females (73.3% vs. 26.7%). There was a pattern of same-sex choices, but it was more likely for girls to choose male heroes than for boys to choose females. Over half of the admired adults were athletes, and movie, television, and music stars. Regarding the personally known adults, there was a more balanced choice of males and females, with parents as the most frequent choice. Results suggest that society continues to fail in providing an adequate supply of female role models.  相似文献   

Chicana/o Struggles for Education: Activism in the Community     

José García 《Journal of Latinos & Education》2015,14(1):73-74

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Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference     

Stephanie M. Curenton  Shana E. Rochester  Jacqueline Sims  Nneka Ibekwe-Okafor  Iheoma U. Iruka  Arlene G. García-Miranda  Jessica Whittaker 《Child development》2022,93(3):681-698

This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.  相似文献   

Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods     

Julio Cabero-Almenara  Francisco D. Guillén-Gámez  Julio Ruiz-Palmero  Antonio Palacios-Rodríguez 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(1):41-57

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University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects     

Panadero  Ernesto  Pérez  Daniel García  Ruiz  Javier Fernández  Fraile  Juan  Sánchez-Iglesias  Iván  Brown  Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...  相似文献