Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions     

Erin L. Ratliff  Kara L. Kerr  Masaya Misaki  Kelly T. Cosgrove  Andrew J. Moore  Danielle C. DeVille  Jennifer S. Silk  Deanna M. Barch  Susan F. Tapert  W. Kyle Simmons  Jerzy Bodurka  Amanda Sheffield Morris 《Child development》2021,92(6):e1361-e1376

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.  相似文献   

Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT     

Boulden  Danielle Cadieux  Rachmatullah  Arif  Oliver  Kevin M.  Wiebe  Eric 《Education and Information Technologies》2021,26(4):4663-4689

Education and Information Technologies - Despite a growing recognition that K-12 teachers should be prepared to teach students computational thinking (CT) skills across disciplines, there is a lack...  相似文献   

Fit for a Bayesian: An Evaluation of PPP and DIC for Structural Equation Modeling     

Meghan K. Cain  Zhiyong Zhang 《Structural equation modeling》2019,26(1):39-50

Despite its importance to structural equation modeling, model evaluation remains underdeveloped in the Bayesian SEM framework. Posterior predictive p-values (PPP) and deviance information criteria (DIC) are now available in popular software for Bayesian model evaluation, but they remain underutilized. This is largely due to the lack of recommendations for their use. To address this problem, PPP and DIC were evaluated in a series of Monte Carlo simulation studies. The results show that both PPP and DIC are influenced by severity of model misspecification, sample size, model size, and choice of prior. The cutoffs PPP < 0.10 and ?DIC > 7 work best in the conditions and models tested here to maintain low false detection rates and misspecified model selection rates, respectively. The recommendations provided in this study will help researchers evaluate their models in a Bayesian SEM analysis and set the stage for future development and evaluation of Bayesian SEM fit indices.  相似文献   

Working together: strategies that support cross-cultural engagement of Indigenous teacher assistants working in Indigenous contexts     

Danielle Armour  Elizabeth Warren  Jodie Miller 《Asia-Pacific Journal of Teacher Education》2016,44(5):421-435

Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students’ to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to “walk” between the two knowledge worlds, Indigenous knowledge and Western knowledge.  相似文献   

Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives     

Danielle Lester  Gregory J. Skulmoski  Darren P. Fisher  Vishal Mehrotra  Iris Lim  Alexander Lang  Justin W. L. Keogh 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1748-1770

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

  相似文献   

Teaching One-Way ANOVA with engaging NBA data and R Shiny within a flexdashboard     

Danielle Sisso  Nicole Bass  Immanuel Williams 《Teaching Statistics》2023,45(2):69-78

This paper provides introductory statistics instructors with the capacity to use engaging National Basketball Association (NBA) data within a web application to either strengthen students' understanding or introduce the concept of variance and one-way analysis of variance. Using engaging data within the classroom provides context to data that students deem applicable to their lives. This paper not only provides a lesson plan for teaching these concepts but also provides a web application and the engaging NBA dataset if the instructor decides to use the app or the data in another context. The NBA data selected to focus on the debate “Who is the greatest NBA player of all time?”. By using context students are familiar with and interested in, we can get them interested in and further engaged in statistics.  相似文献   

Inclusion in a multi-academy trust: possibilities and perils     

Danielle Lane  Sarah Semon  Nicholas Catania  Phyllis Jones 《British Journal of Special Education》2022,49(1):64-83

In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to a shared ethos of inclusion, resources, accessible opportunities, individualised approaches, and collaborative networks. These data also provide a critical insight into the perils related to inclusive education in multi-academy trusts (MATs). The study of this MAT highlights the need for changes to policies, access to and equitable distribution of resources, curricular freedom balanced with accountability, a shift toward collaborative networking and partnership, and a shared vision for enactment, which may be leveraged in order to provide equitable and sustainable system-wide inclusive practices.  相似文献