The Effects of Science Instruction on Young Children’s Vocabulary Learning: A Research Synthesis     

Ying Guo  Shanshan Wang  Anna H. Hall  Allison Breit-Smith  Jamie Busch 《Early Childhood Education Journal》2016,44(4):359-367

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The neuropsychology of Down syndrome: evidence for hippocampal dysfunction     

Pennington BF  Moon J  Edgin J  Stedron J  Nadel L 《Child development》2003,74(1):75-93

This study tested prefrontal and hippocampal functions in a sample of 28 school-aged (M = 14.7 years, SD = 2.7) individuals with Down syndrome (DS) compared with 28 (M = 4.9 years, SD = .75) typically developing children individually matched on mental age (MA). Both neuropsychological domains were tested with multiple behavioral measures. Benchmark measures of verbal and spatial function demonstrated that this DS sample was similar to others in the literature. The main finding was a significant Group x Domain interaction effect indicating differential hippocampal dysfunction in the group with DS. However, there was a moderate partial correlation (r = .54, controlling for chronological age) between hippocampal and prefrontal composite scores in the DS group, and both composites contributed unique variance to the prediction of MA and adaptive behavior in that group. In sum, these results indicate a particular weakness in hippocampal functions in DS in the context of overall cognitive dysfunction. It is interesting that these results are similar to what has been found in a mouse model of DS. Such a model will make it easier to understand the neurobiological mechanisms that lead to the development of hippocampal dysfunction in DS.  相似文献   

Crime,Camping, and Fear: Developing High Impact Practices in Criminal Justice     

Frances P. Abderhalden  Jamie A. Snyder  Sara Z. Evans 《Journal of Criminal Justice Education》2016,27(3):410-431

High Impact Practices (HIPs) have been shown to increase critical thinking skills, student engagement, persistence, and GPA. Examples of HIPs include research experiences, collaborative projects, study abroad, and internships. One of the main characteristics of a HIP is the effort they require. This effort not only applies to the experience, but the development of the experience itself. In the fall of 2014, a HIP was utilized to provide criminal justice students an opportunity to engage in research and data collection. This paper will explore the logistics, best practices, benefits, and pitfalls of developing a high impact practice.  相似文献   

Prekindergarten Interactive Book Reading Quality and Children’s Language and Literacy Development: Classroom Organization as a Moderator     

Sonia Q. Cabell  Tricia A. Zucker  Jamie DeCoster  Carolina Melo  Lindsay Forston  Bridget Hamre 《Early education and development》2019,30(1):1-18

Research Findings: This study examined the association between interactive book reading quality and prekindergarten children’s gains in language and literacy skills over the course of an academic year for 96 teachers and 417 children across multiple locations in the United States. Two moderators were examined, namely, children’s initial skill level and teachers’ classroom organization during an interactive read-aloud session. In keeping with prior research, interactive book reading quality, measured by examination of teachers’ extratextual talk, was positively and significantly related to children’s development of both language and literacy skills. Interactive book reading quality was not significantly moderated by children’s initial skills, with the exception that interactive book reading quality appeared most beneficial to children’s print knowledge for children entering prekindergarten with relatively low skill. The unique contribution of this study is that the association between interactive book reading quality and children’s expressive vocabulary was dependent on an organized classroom during the book reading session. Practice or Policy: The quality of teachers’ talk during interactive book reading may matter for children’s vocabulary development only when reading sessions are characterized by relatively high classroom organization. Classroom organization should be an important consideration while planning for interactive book reading sessions.  相似文献   

Homo pontem: teachers as bridges to a multicultural Italy     

Jamie A. Kowalczyk 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):438-452

Abstract

This article explores the appearance of new teacher roles within the Italian education discourse, in particular focusing on official and scholarly texts from 1990 to 2015. During the second half of this period, the conceptual borders of two distinct roles, the intercultural teacher and the cultural mediator, begin to blur so that all teachers are called to engage in mediation. The role of mediator is made up of practices and dispositions intended to create a bridge between non-Italian students and Italian schools. The collapse of the teacher and mediator roles creates a new discursive context in which the Italian teacher is positioned to reconstitute her/himself through the adoption of these new practices and dispositions, thus constituting a new subjectivity. The new subjectivity, homo pontem, is in part an effect of political reasoning and the theorising of intercultural and citizenship education that has produced state-sponsored policies meant to manage immigrants in Italian schools. The Italian Ministry of Education first referred to intercultural education in 1990, marking a starting-off point for this study. Through a discourse analysis of ministerial documents and Italian scholarship, the overlapping of the roles of cultural mediator and intercultural teacher is tracked. The effect of this overlapping suggests the availability of new techniques of the self, with the Italian teacher called upon to engage in practices that facilitate non-Italian students’ integration, foster dialogue between cultures, and protect a new Italian way of being in today’s multicultural Italian nation-state.  相似文献   

Quality and Equality in Internet-Based Higher Education: Benchmarks for Success     

Jamie P. Merisotis 《Higher Education in Europe》2001,26(4):589-597

As technology changes what higher education is and how it is delivered, it is critical to learn from existing case studies and research about the strengths and weaknesses of this delivery approach. This article reviews research published in the United States and case studies of Internet-based degree programmes to gain a better understanding of the impact of IT on student equity and overall standards of quality. Based on this review of prior experience, several policy recommendations are offered. These recommendations suggest that governmental strategies related to on-line education should be limited in scope and promote two key goals: (i) equal opportunity for educationally disadvantaged populations, and (ii) standards of quality that are based on proven models of success.  相似文献   

Full-text federated search of text-based digital libraries in peer-to-peer networks     

Jie Lu  Jamie Callan 《Information Retrieval》2006,9(4):477-498

Peer-to-peer (P2P) networks integrate autonomous computing resources without requiring a central coordinating authority, which makes them a potentially robust and scalable model for providing federated search capability to large-scale networks of text-based digital libraries. However, peer-to-peer networks have so far provided very limited support for full-text federated search with relevance-based document ranking. This paper provides solutions to full-text federated search of text-based digital libraries in hierarchical peer-to-peer networks. Existing approaches to full-text search are adapted and new methods are developed for the problems of resource representation, resource selection, and result merging according to the unique characteristics of hierarchical peer-to-peer networks. Experimental results demonstrate that the proposed approaches offer a better combination of accuracy and efficiency than more common alternatives for federated search of text-based digital libraries in peer-to-peer networks.  相似文献   

Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students          下载免费PDF全文

Giancarlo A. Anselmo  Jamie L. Yarbrough  Joseph F. Kovaleski  Van Vi N. Tran 《Psychology in the schools》2017,54(9):1148-1159

This study analyzed the relationship between benchmark scores from two curriculum‐based measurement probes in mathematics (M‐CBM) and student performance on a state‐mandated high‐stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterion‐related and predictive validity of benchmark scores from CBM probes measuring math computation and math reasoning skills. Results of this study suggest that math reasoning probes have strong concurrent and predictive validity. The study also provides evidence that calculation skills, while important, do not have strong predictive strength at the secondary level when a state math assessment is the criterion. When reading comprehension skill is taken into account, math reasoning scores explained the greatest amount of variance in the criterion measure. Computation scores explained less than 5% of the variance in the high‐stakes test, suggesting that it may have limitations as a universal screening measure for secondary students.  相似文献   

Potential of one-to-one technologies in the classroom: teachers and students weigh in     

Divya Varier  Erika K. Dumke  Lisa M. Abrams  Sarah B. Conklin  Jamie S. Barnes  Nancy R. Hoover 《Educational technology research and development : ETR & D》2017,65(4):967-992

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.  相似文献   

Exploring the Co‐Development of Reading Fluency and Reading Comprehension: A Twin Study          下载免费PDF全文

Callie W. Little  Sara A. Hart  Jamie M. Quinn  Elliot M. Tucker‐Drob  Jeanette Taylor  Christopher Schatschneider 《Child development》2017,88(3):934-945

This study explores the co‐development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross‐lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.  相似文献