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71.
There is conflicting evidence on the effect of seat location on student performance and participation in the classroom. The two major hypotheses are (1) that seat location influences student behavior and (2) that seat preference and selection is associated with personality traits of students. This study evaluated both hypotheses within a 55 student senior nutritional biochemistry class. Alternating every other seat, half of the class was randomly assigned a permanent seat while the other half was randomly reassigned a different seat each class period. Students sitting in the front of the classroom in the stay group made significantly more comments per student per day than stay group students in the back, in agreement with other studies. The move group, however, showed increased overall participation with no significant difference between the front and back of the classroom. Findings suggest a more flexible explanation—that students may adopt or reject an implied social role in which seat location and personality traits are influential factors. 相似文献
72.
Mary Thuo Boris E. Bravo-Ureta David K. Okello Evelyn Nasambu Okoko Nelson L. Kidula 《The Journal of Agricultural Education and Extension》2013,19(4):339-359
AbstractPurpose: Groundnut farmers in East Africa have experienced declines in production despite research and extension efforts to increase productivity. This study examined how social network structures related to acquisition of information about new seed varieties and productivity among groundnut farmers in Uganda and Kenya.Design/methodology/approach: Data came from face-to-face interviews with a sample of 491 farmers randomly selected from a larger frame purposefully selected to represent farmers who had worked with researchers and farmers who had not, and to represent both male and female farmers. We used social network analysis to visualize and interpret patterns of farmers' networks with regard to information sources, productivity supports and local group affiliations.Findings: Ugandan farmers primarily used weak ties with researchers and extension agents as sources of information. In contrast, Kenyan farmers used strong ties with close associates. For farmers in both countries weak ties were least associated with productivity. Strong ties, natural factors and farmers' own experience with new varieties were most associated with productivity. The majority of farmers had ties to local groups to strategically pool risks and access available resources.Practical implications: Visualizing farmers' social networks enables policy-makers and change agents to identify relevant social relationships that could be utilized strategically to increase the capacities of poor farming communities.Originality/value: The study demonstrates that important differences in social network structures can exist among farmers in similar geographic regions producing similar crops. 相似文献
73.
74.
Kevin J. Swick Reginald Williams Evelyn Fields 《Early Childhood Education Journal》2014,42(6):397-403
This article explores the dynamics of parenting while being in a homeless context. The mosaic of stressors involved in this homeless parenting process are explicated and discussed. In addition, resources and strategies that may support parenting are presented and discussed. 相似文献
75.
The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of online learning for this population still exist. In order to examine this concern, researchers developed and used a Universal Design for Learning (UDL) Scan Tool to measure lesson content and alignment with UDL principles, guidelines and checkpoints. Four hundred and seventy-eight math, science and world history Khan Academy lessons were randomly selected and evaluated for this study. The paper highlights the results of the study, in terms of the lessons’ alignment with UDL principles and guidelines, as well as a discussion on limitations and future research. 相似文献
76.
Research Findings: In the United States a shift has occurred in how children are identified for long-term special education services. Since 2004, U.S. funding for special education services has included a provision for early intervention services, focusing on the importance of providing supplemental instructional opportunities to students who are not successful in learning from the core classroom instruction. Commonly referred to as response to intervention, this model involves educators monitoring how well students respond to intervention instruction, with referral for special education services for those who make little progress. Practice or Policy: In this article, we propose that intervention instruction should be responsive to the learner as well as focus on how well the learner responds to the intervention. Given that contextual circumstances, including instructional experiences, impact the child's literacy achievement, providing intervention instruction that is contingent upon each child's literacy strengths and needs is the best way to ensure each child's successful response to intervention instruction. As an example of an intervention using responsive instruction, this article describes different instructional approaches provided by Reading Recovery teachers with 3 children who were initially the lowest readers and writers in their classes. All 3 children were able to progress to on-grade-level reading and writing proficiency as a result of the intervention. 相似文献
77.
Susan Brady Margie Gillis Tara Smith MaryEllen Lavalette Linda Liss-Bronstein Evelyn Lowe Wendy North Evelyn Russo T. Diane Wilder 《Reading and writing》2009,22(4):425-455
The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade
teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable
mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment
of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts
prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated
with teachers’ responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured
teachers’ attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning
and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction
(e.g., about whole language). Attitudes on a subset of these factors, teachers’ initial knowledge scores on the TKS, and years
of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after
training.
相似文献
Susan BradyEmail: |
78.
Hurricane Sandy Exposure Alters the Development of Neural Reactivity to Negative Stimuli in Children
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Ellen M. Kessel Brady D. Nelson Autumn Kujawa Greg Hajcak Roman Kotov Evelyn J. Bromet Gabrielle A. Carlson Daniel N. Klein 《Child development》2018,89(2):339-348
This study examined whether exposure to Hurricane Sandy‐related stressors altered children's brain response to emotional information. An average of 8 months (Mage = 9.19) before and 9 months after (Mage = 10.95) Hurricane Sandy, 77 children experiencing high (n = 37) and low (n = 40) levels of hurricane‐related stress exposure completed a task in which the late positive potential, a neural index of emotional reactivity, was measured in response to pleasant and unpleasant, compared to neutral, images. From pre‐ to post‐Hurricane Sandy, children with high stress exposure failed to show the same decrease in emotional reactivity to unpleasant versus neutral stimuli as those with low stress exposure. Results provide compelling evidence that exposure to natural disaster‐related stressors alters neural emotional reactivity to negatively valenced information. 相似文献
79.
80.
Toll SW Van der Ven SH Kroesbergen EH Van Luit JE 《Journal of learning disabilities》2011,44(6):521-532
In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children and whether these executive functions can be seen as precursors to math learning disabilities in children. Furthermore, the predictive value of working memory ability compared to preparatory mathematical abilities was examined. Two classifications were made based on (persistent) mathematical ability in first and second grade. Repeated measures analyses and discriminant analyses were used to investigate which functions predicted group membership best. Group differences in performance were found on one inhibition and three working memory tasks. The working memory tasks predicted math learning disabilities, even over and above the predictive value of preparatory mathematical abilities. 相似文献