Entertainment We Watch and Entertainment We Appreciate: Patterns of Motion Picture Consumption and Acclaim Over Three Decades     

Mary Beth Oliver  Erin Ash  Julia K. Woolley  Drew D. Shade  Keunyeong Kim 《Mass Communication and Society》2014,17(6):853-873

An analysis of 582 film titles spanning the years from 1980 to 2010 was conducted to examine the attributes and characteristics that predicted both viewership (e.g., box-office revenues) and critical acclaim (e.g., awards, audience ratings). Overall, viewership was highest for action/adventure films and lowest for dramas. In contrast, acclaim was highest for more dramatic fare, and for films that featured dark, contemplative, and emotional themes. The results are discussed in terms of the entertainment gratifications reflecting both enjoyment and appreciation.  相似文献   

Hispanic Immigrant Children's English Language Acquisition: The Role of Socioeconomic Status and Early Care Arrangement     

Erin Bumgarner  Meiko Lin 《Early education and development》2014,25(4):515-529

Research Findings: Using nationally representative data from the Early Childhood Longitudinal Study–Kindergarten cohort, this study investigates whether socioeconomic status (SES) moderates the association between center-based early childhood education (ECE) and English proficiency at kindergarten entry for 1st- and 2nd-generation Hispanic immigrant children. Results show significant, positive main effects of ECE and SES on English proficiency. However, results also reveal that the association between ECE and English proficiency differs by SES. Among 1st- and 2nd-generation Hispanic children from very low-SES households, the odds of being proficient in English for children who attended ECE is more than double the odds for children who did not attend ECE. In contrast, the association between ECE and English proficiency for higher SES children did not reach significance. Additional analyses reveal similar patterns for income but not maternal education. Practice or Policy: These results highlight the need for ECE programs that target the poorest Hispanic immigrant children.  相似文献   

Using Physical Activity to Teach Academic Content: A Study of the Effects on Literacy in Head Start Preschoolers     

Stacie M. Kirk  Coleman R. Vizcarra  Erin C. Looney  Erik P. Kirk 《Early Childhood Education Journal》2014,42(3):181-189

The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start preschools. Preschool Literacy Individual Growth and Development Indicators were used to assess early literacy and phonological awareness in the areas of alliteration and picture naming. The results showed significant increases in physical activity during free play and improvements in early literacy (Picture Naming, Alliteration) compared to a non-exercising control group. In conclusion, the findings suggest that academic lessons taught using physical activity improve early literacy in preschoolers.  相似文献   

Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases     

Amy Roth McDuffie  Mary Q. Foote  Catherine Bolson  Erin E. Turner  Julia M. Aguirre  Tonya Gau Bartell  Corey Drake  Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.  相似文献   

I. Introduction     

Lois Bloom  & Erin Trinker 《Monographs of the Society for Research in Child Development》2001,66(4):1-29

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Editor’s notes     

Erin Edwards 《TechTrends》2001,45(6):2-2

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<Emphasis Type="Italic">Partners in Science</Emphasis>: A Model Cooperative Program Introducing High School Teachers and Students to Leading-Edge Pharmaceutical Science     

Joseph?R.?WoskaJr.Email author  Danielle?M.?Collins  Brian?J.?Canney  Erin?L.?Arcario  Patricia?L.?Reilly 《Journal of Science Education and Technology》2005,14(4):409-414

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Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings     

Samantha E. Goldman  Carrie A. Glover  Blair P. Lloyd  Erin E. Barton  Maria P. Mello 《Exceptionality》2018,26(3):162-175

Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed.  相似文献   

Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development     

Ramona Maile Cutri  Erin Feinauer Whiting 《Studying Teacher Education》2018,14(2):125-140

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Preparing GTAs for Active Learning in the General Chemistry Lab: Development of an Evidence-Based Rehearsal Module for a Mixed-Reality Teaching Simulator     

Geraets  Ashley A.  Nottolini  Isadore L.  Doty  Constance M.  Wan  Tong  Chini  Jacquelyn J.  Saitta  Erin K. H. 《Journal of Science Education and Technology》2021,30(6):829-840

Journal of Science Education and Technology - There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct...  相似文献