Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children     

Louis Manfra  Christina Squires  Laura H. B. Dinehart  Charles Bleiker  Suzanne C. Hartman  Adam Winsler 《The Journal of educational research》2017,110(5):528-537

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

Ahead of the pack? Explaining the unequal distribution of scholarships in Germany     

Christina Haas  Herman Van De Werfhorst 《British Journal of Sociology of Education》2017,38(5):705-720

This article investigates to what extent scholarships are unequally distributed among students in Germany and how these inequalities can be explained. Following sociological theory, the article argues that elites seek qualitative ways of distinguishing themselves in a mass higher education system. Using student surveys, we demonstrate that class effects cannot merely be explained with reference to class differences in academic achievement but that higher classes have better access to scholarships independent of earlier school performance. Class differences were particularly persistent when the intermediate classes were compared with higher classes with more education. These findings illustrate that social classes have different strategies when it comes to participating in higher education and suggest that information about and access to scholarships is important in gaining a class advantage.  相似文献   

Propagation from the start: the spread of a concept-based instructional tool     

Debra M. Friedrichsen  Christina Smith  Milo D. Koretsky 《Educational technology research and development : ETR & D》2017,65(1):177-202

We describe the propagation of a technology-based educational innovation through its first 3 years of public use. The innovation studied is the Concept Warehouse (CW), a database-driven website developed to support the use of concept-based pedagogies. This tool was initially developed for instructors in undergraduate chemical engineering courses, but has spread to other disciplines as well. In this time, it has grown to over 650 registered instructors representing over 170 institutions. While this study is specific to a particular case, the intent of this article is to provide an exemplar of real-time propagation that informs other researchers and developers. We frame our analysis with Diffusion of Innovation Theory and use a design research methodology that focuses on communication channels, types of knowledge, and stages of the innovation-decision process. Data sources include usage records and survey responses which are analyzed with network diagrams and non-parametric statistics. We find that in comparison to mass media, interpersonal communications tended to result in higher proportions of how-to knowledge and implementation. Three types of opinion leaders were identified through user data and network diagrams. All played critical roles in the tool’s propagation, especially the project collaborators—opinion leaders who actively promoted the CW, in part, because it also propagates their own innovations. Finally, users with self-identified prior principles knowledge showed statistically significantly greater progress in gaining how-to knowledge, but no significant difference in progressing to the implementation stage of the innovation-decision process when compared to users without.  相似文献   

A school’s journey in creating a relational environment which supports attachment and emotional security     

Louise Webber 《Emotional and Behavioural Difficulties》2017,22(4):317-331

This article focuses on teachers’ experiences of supporting looked after and adopted children in one case study primary school in England. Children who are looked after and adopted may have a disrupted attachment with their primary carer which has resulted in an insecure attachment. Children with insecure attachments can feel anxious, uncertain and have low self-worth which can result in a struggle to adapt to school as they are unable to articulate their feelings. This article draws on qualitative research using semi-structured interviews with teaching staff in order to illuminate strategies, subsidised through Pupil Premium Plus funding, to support such children. A key outcome was the creation of a school-based model consisting of six main components that can be developed to support children with insecure attachments.  相似文献   

VIII. THE SITUATION FOR CHILDREN WITHOUT PARENTAL CARE AND STRATEGIES FOR POLICY CHANGE     

Patrice L. Engle  Victor K. Groza  Christina J. Groark  Aaron Greenberg  Kelley McCreery Bunkers  Rifkat J. Muhamedrahimov 《Monographs of the Society for Research in Child Development》2011,76(4):190-222

Research that clearly demonstrates the negative effects of institutionalization, particularly for young children, has been critical for changing policy. However, actually putting science into action requires advocacy, persistence, and perseverance. Policy makers and advocates must be informed about the research and use it effectively. This paper proposes a number of key components for translating research into policy and programs: analyzing the situation, using evidence to build the case for action, developing policies, building program capacity in child welfare and early childhood development, creating a family‐based child welfare system, and developing a system of monitoring and accountability. Much of the knowledge in this paper comes from experiences, desk reviews, and case studies of successful practices. Research provides the basis, but moving research to practice depends on collaboration between researchers who understand the key policy perspectives and policy makers who understand the research.  相似文献   

On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus     

Louise Sund  Johan Öhman 《Environmental Education Research》2014,20(5):639-659

This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.  相似文献   

Future Sex Educator Perceptions of Rural Versus Urban Instruction: A Case for Community-Centered Sexual Health Education     

Christina L. Jones  Robin E. Jensen  Abigail Selzer King 《American journal of sexuality education》2014,9(4):464-484

Instructors of sexual health courses in rural areas face unique challenges as they are often forced to use school-based prevention curricula field-tested in urban areas. Research has yet to consider what future sex educators’ regional expectations are for their profession and how those expectations might have an impact on the classroom. Drawing from interviews with 26 sex-educators-in-training, we find that future educators tended to expect that rural communities would be less diverse, more conservative, and less informed about sexual health matters, even though research demonstrates that today's rural communities inconsistently align with those perceptions.  相似文献   

Towards multidimensional approaches to early childhood science education     

Christina Siry 《Cultural Studies of Science Education》2014,9(2):297-304

In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled What is science in preschool and what do teachers have to know to empower children? (2012). I seek to continue the discussion begun with Andersson and Gullberg’s paper, by further exploring the questions they introduce to guide their paper: “What is science in preschool?” and “What do teachers have to know to empower children?” In particular, I elaborate on the value of drawing on multiple perspectives and different epistemological frameworks, and I argue for the need for a reconceptualized notion of science as a school discipline; one that acknowledges the multifaceted ways in which young children engage in science.  相似文献   

Interactive radiological anatomy eLearning solution for first year medical students: Development,integration, and impact on learning          下载免费PDF全文

Alexandra Louise Webb  Sunhea Choi 《Anatomical sciences education》2014,7(5):350-360

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists.  相似文献   

The transfer of social exclusion and inclusion functions through derived stimulus relations     

Anita Munnelly  Georgina Martin  Charlotte Dack  Ann Zedginidze  Louise McHugh 《Learning & behavior》2014,42(3):270-280

Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1–B1, B1–C1; A2–B2, B2–C2) and were tested with novel stimulus combinations (A1–C1, C1–A1, A2–C2, C2–A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes.  相似文献