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Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First‐Grade Math Achievement 
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下载免费PDF全文 Beth M. Casey Caitlin M. Lombardi Dana Thomson Hoa Nha Nguyen Melissa Paz Cote A. Theriault Eric Dearing 《Child development》2018,89(1):156-173
The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ and 6‐7 years. Observational measures of mother–child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first‐grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one‐to‐one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle. 相似文献
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Beau Abar Caitlin C. Abar Melissa Lippold Christopher J. Powers Alice E. Manning 《Learning and individual differences》2012,22(6):856-861
This study addressed (1) whether there were unique profiles of student self-reported reasons for attending school among 10th graders, (2) whether these profiles were differentially associated with late high-school dropout, and (3) whether parent characteristics differed across profiles. Using data from the Educational Longitudinal Study of 2002 (N = 15,362), five latent classes were found. The first class (49%) reported intrinsic, identified/introjected, and external motivations for attending school. The second class (32%) attended for identified/introjected and external reasons, while the third class (11%) reported intrinsic and identified/introjected reasons. The final two classes reported only identified/introjected (5%) or external (4%) motivations. Individuals in the identified/introjected and external classes were at greatest risk of dropping out between 10th and 12th grade. A host of parenting characteristics differed across class, with students in the intrinsic-identified/introjected-external class displaying the most favorable pattern of results. Implications for dropout prevention and academic promotion programs are discussed. 相似文献
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In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children's phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children. 相似文献
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Martin Nordvig Mortensen Gilles Chaumat Francesca Gambineri Hartmut Kutzke Jeannette Jacqueline Łucejko Caitlin M. A. McQueen 《文物保护研究》2013,58(2):115-123
ABSTRACTSamples of conserved archaeological wood of different ages, origins, and conservation histories were aged in a climate chamber for seven months, while the humidity alternated between 30% RH for 12 hours and 80% RH for 12 hours at a constant temperature of 30°C. Photographs were taken once every hour, which enabled the creation of a time-lapse movie. Some samples degraded visibly, whereas others were unaffected. Most of the samples were robust and would be able to survive well even in a very poor museum climate. Among the sensitive samples, three types of degradation were identified, namely disintegration, pyrite oxidation, and efflorescence of white crystals. Disintegration was ascribed to dimensional changes caused by the RH alternations in very fragile wood. The white efflorescence was interpreted as the recrystallization of an alum-associated substance, possibly mercallite (KHSO4). The pyrite oxidation was observed as the efflorescence of a thick yellow, grey, and green powder. Characterization of selected samples was performed using X-ray fluorescence spectrometry, X-ray diffraction spectrometry, scanning electron microscopy with energy dispersive X-ray spectroscopy, inductively coupled plasma – optical emission spectroscopy, Fourier transform infrared spectroscopy, ionic conductivity – liquid chromatography, and pyrolysis-gas chromatography-mass spectrometry with in situ silylation using hexamethyldisilazane. 相似文献
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Jana A. Hovland Virginia G. Carraway‐Stage Artenida Cela Caitlin Collins Sebastián R. Díaz Angelo Collins Melani W. Duffrin 《Journal of Food Science Education》2013,12(4):81-86
Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. 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. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. 相似文献
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Caitlin Frances Bruce 《Quarterly Journal of Speech》2013,99(4):441-464
This essay explores a word-based public art project. In its quotidian presence and its technical violation of historic district codes, the project enables varied interactions. The project requires us to revise our understanding of rhetorical situation, rhetorical space, and rhetorical ecology by understanding public art as a space for encounter: places and moments that enable engagement between and among humans and place that amplify the sense of the contingency of public space. They are important realms for activating a democratic ethos for the city. This concept attends to the intentionality and contingency of rhetorical interaction seeing space as contextual but not determinative, a place of convergence. Using oral history interviews with hosts of the words and participant observation of two historic district hearings, I read the hearings, and the words, as spaces that mobilize a convergence zone between the intimate and the public. Building on encounter and spatial theory, this essay offers a defense of the mid-level as a register of political practice that can be glimpsed in cultural processes. 相似文献
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Publishers commonly use Article Processing Charges (APCs) to fund open access publications, and some libraries and institutions help local authors pay these costs. However, this strategy is expensive and can usually only address one article at a time. A number of relatively new publishing initiatives rely on a crowdfunding model and allow many libraries to share the cost of open access, often at a fraction of the cost of APCs. This article highlights several alternative publishing projects to help librarians think further about how library funds could be used to support open access. 相似文献
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Caitlin?J.?Zumalt Vickie?M.?WilliamsonEmail author 《Journal of Science Education and Technology》2016,25(5):704-714
Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question set. Prior to MindTap, electronic homework systems were stand-alone or contained questions with links to the textbook. Next, students completed two 2-week homework assignments in Online Web Learning (OWL) version 1 also from Cengage Learning. The OWL system shows homework questions with a link to the textbook in a separate window. Both the MindTap and OWL systems contain the same or similar questions. After the students used both homework systems, a survey was given that included Likert-scaled and open-response questions that dealt with students’ perceived level of understanding using the different systems, how easy the systems were to use, and the advantages/disadvantages of each system. A delayed survey was given at the end of the second semester of general chemistry, during which students had used OWL for the complete semester. This paper investigates the effects of the arrangement (embedded vs. linked) on student preferences and perceived learning in this pilot study with a 300-person class. Based on the results of the study, it was found that students perceived that they learn more with MindTap and prefer the embedded text in MindTap over the linked text in OWL. 相似文献
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