Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play     

Martine L. Broekhuizen  Pauline L. Slot  Marcel A. G. van Aken  Judith S. Dubas 《Early education and development》2017,28(2):135-153

Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in a play situation depends on children’s observed behavioral self-regulation. Multilevel analyses revealed a positive association between emotional and behavioral support and children’s social integration for children low on behavioral self-regulation, but there was no such association for children high on behavioral self-regulation. Contrary to our expectations, children low on behavioral self-regulation showed more integration in the case of relatively highly supportive classrooms but not less integration in classrooms that were low in support. For children’s positive mood, a positive association with emotional and behavioral support was found, and no association was found with behavioral self-regulation. Practice or Policy: This study’s findings highlight the importance of emotionally and behaviorally supportive classroom experiences for young children’s social and emotional skills. Moreover, results hint that experts should perhaps not see children low in behavioral self-regulation as always at risk for poorer social outcomes.  相似文献   

Identifying paths to audience success of media products: the media decision-makers’ perspective     

Marcel Verhoeven  M. Bjørn von Rimscha  Isabelle Krebs  Gabriele Siegert  Christoph Sommer 《媒体管理杂志》2018,20(1):51-77

Research on media success factors is a fragmented field. Definitions, measures, and methods vary, and findings are often inconsistent. In an attempt to fill this perceived research gap, we distilled generic success factors of media products from the literature. Guided by theory and empirical findings, these factors were aggregated to complex concepts, building blocks of success that we further investigated in an exploratory qualitative study. We found that the building blocks are applicable to all types of media, independent of seriality and content types of media products. Subsequently the research question of this article is: Which building blocks of success are most important for media products? To answer this question, we conducted an online survey of 255 media professionals in print, audio-visual, and online media in Austria, Germany and Switzerland. To analyze our data, we deployed qualitative comparative analysis, a method based on set theory that is suitable to investigate complex causality. We conclude that four building blocks are necessary for success: “good” distribution, environmental orientation, form/design, and human resources are preconditions for achieving success in terms of audience market share. In addition, three patterns emerge in the sufficient paths (combinations of building blocks) to success. Which route to success a media product shows can be related to the width of its topical scope and the corresponding projected audience size.  相似文献   

The politics of research misconduct: congressional oversight, universities, and science     

LaFollette MC 《The Journal of higher education》1994,65(3):261-285

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Progress in the measurement of laterality and implications for dyslexia research     

Merrill Hiscock  Marcel Kinsbourne M.D. 《Annals of dyslexia》1995,45(1):247-268

Much of contemporary laterality research has been motivated by a need to increase the accuracy with which individuals can be classified as left- or right-hemisphere dominant for speech and language. Efforts to improve the classification accuracy of laterality methods have led not only to the refinement of laterality methods but also to the discovery of some of the mechanisms that contribute to asymmetric performance. Despite these advances, laterality methods still do not lead to definitive conclusions about hemispheric specialization in the individual case, and special caution must be used when interpreting results for individual dyslexic children. Event-related measurements of cerebral metabolism, still in the development phase, promise to complement but not replace behavioral laterality methods.  相似文献   

Peer teaching in higher education: A review   总被引：1，自引：3，他引：1  

Barbara Goldschmid  Marcel L. Goldschmid 《Higher Education》1976,5(1):9-33

In the last decade, peer teaching has gained momentum in higher education. Socio-psychological, pedagogical, economical and political considerations have all contributed to this recent interest. A number of peer-teaching models including discussion groups led by undergraduate students, proctoring (PSI), student learning groups, the learning cell, and student counseling of students (parrainage) have evolved. Several issues and problems may confront the instructor who wants to use undergraduates as teachers: selection of student partner, functions of student teacher, cooperation vs. competition, the structure of the learning situation, preparation of the student teachers, benefits of peer teaching, the role of the professor, financial aspects and instructional facilities. The evidence reviewed suggests that peer teaching, best used in conjunction with other teaching and learning methods, has great potentials for both student teacher and student learner, especially if one seeks to enhance active participation and develop skills in cooperation and social interaction. A student's colleagues often represent the least recognized, least used and possibly the most important of all the resources available to him. (Mackenzie et al., 1970).Portions of this paper have been presented by the second author at the International Symposium on Ingenieurpädagogik '75, 14–16 April, 1975, in Klagenfurt, Austria and at the International Conference on Improving University Teaching, 9–11 May, 1975, in Heidelberg, Germany.  相似文献   

Teaching television: the effects of critical television viewing curricula     

Marcel W. Vooijs  Tom H. A. Van Der Voort 《International Journal of Educational Research》1990,14(6)

Recognition of the important role television plays in children's lives has led during the 1970s to the beginnings of an effort to modify television's impact on children by teaching them how to manage their viewing behavior, how to understand the medium, and how to evaluate its content (so-called, “critical television viewing skills”). The objectives pursued by critical viewing curricula are discussed, and it is argued that critical viewing is strongly related to critical thinking. A review of studies of the effects achieved by television curricula indicates that television curricula can be effective in increasing children's knowledge of the medium and in altering children's perceptions of television content. However, there is little evidence that curricula can modify television's effects on children's attitudes and behaviors, and curricular effects on children's viewing behavior at home have yet to be demonstrated. The research conducted is evaluated, and suggestions are made for future work in this area.  相似文献   

Teaching Children to Evaluate Television Violence Critically: the impact of a Dutch schools television project     

Marcel W. Vooijs  Tom H. A. van der Voort 《Learning, Media and Technology》1993,19(3):139-152

Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to encourage children aged 10‐12 to become more discriminating consumers of violent television crime series. Results indicated that the schools television project led to an increase in factual knowledge of differences between violence as depicted in crime series and real‐life violence, and a decrease in the perceived realism of violent television programmes. Children reacted very positively to the schools broadcasts and found them instructive and useful. Teachers reacted positively to the broadcasts and the related materials (student workbook and teacher's manual) that accompanied the programmes.  相似文献   

Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint     

Marcel V.J. Veenman  Jos J. Beishuizen 《Learning and Instruction》2004,14(6):621-640

This study investigated the nature of the relation between intelligence and metacognitive skillfulness as predictors of novice learning from text studying. Additionally, effects of text difficulty and time constraint were examined. The intelligence of 46 social-sciences students was assessed before studying two texts on different topics. Half of the participants studied the difficult text under time pressure, while the other half did so for the easy text. Metacognition was scored from thinking-aloud protocols. Results show that metacognition, although correlated to intelligence, also uniquely contributed to comprehension of both texts. Time constraint on studying a difficult text impaired text comprehension.  相似文献   

Teaching and learning in higher education: Recent trends   总被引：1，自引：0，他引：1  

Marcel L. Goldschmid 《Higher Education》1976,5(4):437-456

In the last decade, the questioning of traditional teaching and learning methods and instructional systems and the search for more effective alternatives have gained momentum in higher education. Recent trends can be grouped as follows:

–	-facilitation of student learning with an emphasis on individualizing instruction, and increased use of multi-media systems, learning resource centers, and peer teaching;
–	-evaluation of teaching: the widespread and systematic use of student evaluations by means of questionnaires and greater use of these data for purposes of faculty selection and promotion;
–	-university-teacher training including the creation of pedagogical service units on many campuses, courses and workshops on instruction for faculty and graduate students, and increased collaboration between content specialists and instructional and media consultants in curricular reforms;
–	-new systems of higher education, such as the Open University or the University Without Walls, designed to offer radical alternatives to new as well as traditional types of students.

These trends, which have been accompanied by intense research and evaluation efforts, will be described and assessed.  相似文献   

Children's Recall of Televised and Printed News as a Function of Test Expectation     

Johannes W. J. Beentjes  Marcel W. Vooijs  Tom H. A. Van Der Voort 《Learning, Media and Technology》1993,19(1):5-13

An exploratory study was carried out to investigate the relative effectiveness of news stories watched on television and news stories read by children. Children aged 10 to 12 (n = 123) either watched five news stories or read print versions of the same news stories. In each condition, half of the children expected a retention test, whereas the other children did not. Results indicated that children who did not expect a retention test learned more from television news than from printed news. Among children who expected a retention test, televised and printed news were recalled about equally well.  相似文献