Drawings of People by Australian Aboriginal Children: the Inter-mixing of Cultural Styles     

Maureen V. Cox 《The International Journal of Art & Design Education》1998,17(1):71-79

The general developmental changes observed in human figure drawings of modern-day young children in western societies are reviewed in this paper. Differences in style over historical time and in other societies throw doubt on the notion of a fixed and universal pattern of development. Even so, children’s drawings seem to become more westernised as schooling has spread to more and more remote, rural societies. In Australia, however, the Warlpiri Aboriginal people have continued to use their traditional pictorial symbols in their paintings, sand drawings and school books; Warlpiri school-children use and develop both the indigenous and the westernised styles of drawing.  相似文献   

Newspapers as a reading resource: their impact on boys and on parental involvement     

Jennifer O&#x;Reilly  Joy Alexander 《Literacy》1998,32(3):21-26

This study, carried out in connection with the Newspapers in Education programme, reveals the effectiveness of newspapers as a reading resource in the classroom. Their beneficial effect is especially apparent in the motivation given to boys as readers and to the natural way in which parents, and fathers in particular, can become involved.  相似文献   

Reviews     

Harshi Gunawardena  Richard McDonough  Liz Hepburn  Rom Harré  Peter F. Alexander  Rachel A. Ankeny  Jonathan Coopersmith  Nicolas Rasmussen  Michael Ruse  James Franklin  Peter G. Brown  Patrick Cox  David Oldroyd  David Rutledge  John W. Servos  Niall Shanks 《Metascience》1999,8(2):288-345

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Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention     

Drew H. Bailey  Lynn S. Fuchs  Jennifer K. Gilbert  David C. Geary  Douglas Fuchs 《Child development》2020,91(2):382-400

We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.  相似文献   

Using immersive virtual reality to support designing skills in vocational education     

Kevin Gonyop Kim  Catharine Oertel  Martin Dobricki  Jennifer K. Olsen  Alessia E. Coppi  Alberto Cattaneo  Pierre Dillenbourg 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2199-2213

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Experiences,activities, and personal characteristics as predictors of engagement in STEM-focused summer programs     

Jennifer A. Schmidt  Patrick N. Beymer  Joshua M. Rosenberg  Neil N. Naftzger  Lee Shumow 《科学教学研究杂志》2020,57(8):1281-1309

Out-of-school-time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In this article, we explore how experiences and activities employed in the delivery of summer STEM programs are associated with youth engagement during programming, and whether youth characteristics moderate these relationships. Data were collected from 203 youth (ages 10–16) in nine summer programs using multiple methods including video, experience sampling, and surveys. Through the use of cross-classified, multi-level models, we found that youth reported higher engagement in program activities they perceived to be more challenging and relevant, and in activities, they perceived to have more affordances for learning or developing skills. Gender moderated these relationships such that the positive relationships observed among males were muted or nonexistent for girls. We further identify that program activities are differently associated with fostering challenge, relevance, and learning. Findings have implications for out-of-school STEM programming for youth.  相似文献   

Teacher training in K–12 student mental health: A systematic review     

Jonathan H. Ohrt  Jennifer D. Deaton  Kathryn Linich  Jessie D. Guest  Brooke Wymer  Brittany Sandonato 《Psychology in the schools》2020,57(5):833-846

Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence-based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality of the research designs and evaluation methods of the training. Most training programs are delivered face-to-face and include interactive discussion and content knowledge. Content varied among the training programs. Most studies found improved knowledge among teachers; however, no studies found improvement in effective communication.  相似文献   

Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students     

Jennifer Renée Kilpatrick  Kimberly A. Wolbers 《Psychology in the schools》2020,57(3):459-474

Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis to provide teachers with a new way to evaluate deaf students’ writing. This project consisted of two studies. The first study focused on determining whether SFG analysis could be helpful for teachers of the deaf. The second study focused on mapping a trajectory of the written language development of deaf students and the development of written language inventory for teachers of the deaf. This inventory, along with additional evaluation tools, has the potential to impact both objective setting and instruction.  相似文献   

Embracing Vulnerability: Religious Education,Embodiment, and the Ecological Affections     

Jennifer R. Ayres 《Religious education (Chicago, Ill.)》2020,115(1):15-26

Abstract

Religious education for ecological consciousness requires attention to bodily and emotional vulnerability. This selection, excerpted from Inhabitance: Religious Ecological Education (Waco: Baylor University Press, 2019), describes educational practices that embrace ecological vulnerability.  相似文献   

A cross-cultural perspective of parental influence on female adolescents' achievement beliefs and behaviors in sport and school domains     

Bhalla JA  Weiss MR 《Research quarterly for exercise and sport》2010,81(4):494-505

Little is known about parental socialization processes for youth participants from different cultural backgrounds. The purpose of this study was to examine parental influence on self-perceptions, task values, and achievement behaviors among female adolescents from two cultures using Eccles' expectancy-value theory (Eccles et al., 1983). Twelve Anglo Canadian and nine East Indian female adolescents were interviewed about perceptions of parental influence on expectancy-value constructs for sport and academic domains. Inductive and deductive content analyses were performed to identify lower and higher order themes from interview responses. Similarities and differences in perceived parental influence emerged for girls of both cultural groups and in both domains. Our findings support links among expectancy-value constructs and highlight cultural variations in parental socialization of achievement cognitions and behaviors in multiple domains.  相似文献