Predicting reading growth with event-related potentials: Thinking differently about indexing “Responsiveness”     

Christopher J. Lemons  Alexandra P.F. Key  Douglas Fuchs  Paul J. Yoder  Lynn S. Fuchs  Donald L. Compton  Susan M. Williams  Bobette Bouton 《Learning and individual differences》2010,20(3):158-166

The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed.  相似文献   

Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms     

Christopher J. Harris  Deborah L. Rooks 《Journal of Science Teacher Education》2010,21(2):227-240

Effectively enacting inquiry-based science instruction entails considerable changes in classroom management practices. In this article, we describe five interconnected management areas that need to be addressed when managing an inquiry-oriented K-8 science classroom. We introduce a pyramid model as a framework for thinking about these management areas and present a brief review of what the research literature says about each area. We propose that enacting inquiry-based instruction requires a different kind of approach to classroom management that takes into account the close-knit relationship between management and instruction. This perspective recognizes the pervasive nature of managing the classroom for inquiry learning.  相似文献   

Using food as a tool to teach science to 3 grade students in Appalachian Ohio     

Duffrin MW  Hovland J  Carraway-Stage V  McLeod S  Duffrin C  Phillips S  Rivera D  Saum D  Johanson G  Graham A  Lee T  Bosse M  Berryman D 《Journal of Food Science Education》2010,9(2):41-46

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.  相似文献   

作为跨文化教育的教育:一场全球变革   总被引：1，自引：0，他引：1  

克里斯托弗·乌尔夫  刘子瑜 《北京大学教育评论》2010,8(4):163-176,192

全球化并不是美国化或欧洲化,趋向标准化的全球化进程带来了新经济的发展,也带来了全球范围内的贫困、苦难、战争、恐怖以及过度开发和毁坏自然。必须意识到文化多样性的不可避免,并在教育体系中引入以和平与社会公正为导向的、旨在可持续性的跨文化教育,培养学生积极应对社会与自然中他者的能力。本文从多重维度对上述命题进行了探讨,并从概念与教学方式等角度分析了跨文化教育的理论与实践。  相似文献   

Brains in Jars: The Problem of Language in Neuroscientific Research     

Jessica A. Scott  Christopher M. Curran 《Mind, Brain, and Education》2010,4(3):149-155

Neuroscience is a rapidly expanding scientific field, and its influence on our perceptions of fundamental aspects of human life is becoming widespread, particularly in the social and behavioral sciences. This influence has many philosophical implications, only one of which will be addressed in this article. For many centuries, philosophers have grappled with the myriad problems presented by consciousness, not the least of which is the so-called “mind–body problem”; now, the gains made in the field of neuroscience promise to answer questions that have been traditionally unanswerable. The richness of neuroscientific data notwithstanding, there are still fundamental philosophical problems in play. This article seeks to answer the question: How do neuroscientists and articles drawing primarily on neuroscience use language to characterize the brain and the mind? Is the same terminology and language used interchangeably, suggesting that the mind and the brain are inherently the same, or does this influential field draw distinctions between the two? We argue that neuroscientific research uses language in a way that does not acknowledge the potential philosophical objections to a mind–brain identity thesis. By doing this, neuroscientific research does not acknowledge the historically problematic discourse about consciousness.  相似文献   

Building better scientists through cross-disciplinary collaboration in synthetic biology: A report from the Genome Consortium for Active Teaching Workshop 2010     

Wolyniak MJ  Alvarez CJ  Chandrasekaran V  Grana TM  Holgado A  Jones CJ  Morris RW  Pereira AL  Stamm J  Washington TM  Yang Y 《CBE life sciences education》2010,9(4):399-404

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Reading skills in early readers: genetic and shared environmental influences     

Petrill SA  Deater-Deckard K  Thompson LA  Dethorne LS  Schatschneider C 《Journal of learning disabilities》2006,39(1):48-55

The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs.  相似文献   

Literature searching for social science systematic reviews: consideration of a range of search techniques     

Diana Papaioannou  Anthea Sutton  Christopher Carroll  Andrew Booth  Ruth Wong 《Health information and libraries journal》2010,27(2):114-122

Background: Literature for a systematic review on the student experience of e‐learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.  相似文献   

Teaching and Learning in the Mixed-Reality Science Classroom   总被引：2，自引：2，他引：0  

Lisa Tolentino  David Birchfield  Colleen Megowan-Romanowicz  Mina C. Johnson-Glenberg  Aisling Kelliher  Christopher Martinez 《Journal of Science Education and Technology》2009,18(6):501-517

As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.  相似文献   

Exploring the Link Between Self‐Construal and Distress Among African American and Asian American College Students     

Michael S. Christopher  Gemma D. Skillman 《Journal of College Counseling》2009,12(1):44-56

The authors investigated ethnicity, self‐construal, and distress among African American and Asian American college students. African American students expressed more salient independent self‐construals, whereas Asian American students expressed more salient interdependent self‐construals. As hypothesized, among African American participants, distress was positively related to interdependent self‐construal and negatively associated with independent self‐construal. Contrary to prediction, the same pattern was found for Asian American participants. Multicultural clinical practice implications are presented.  相似文献