An experimental comparison of urban children with suburban children on eight tasks of basic skills     

Kenneth D. George  Maureen A. Dietz 《科学教学研究杂志》1969,6(3):224-233

About 1500 children from an inner city school district and a suburban school district were asked to perform eight tasks of basic skills. There were differences in the performances of the children. The differences depended upon the socio-economic background of the children. On many of the skills, third grade urban children were similar to first grade suburban children. It is for this reason that the inner city children in this study were considered disadvantaged and a program of skill development has begun. Inner city children must have experiences that will help them acquire the skills that suburban children have acquired before entering school.  相似文献   

Book reviews     

Mark Blaug  Maureen Woodhall  Alvin C. Eurich  Asa Briggs  Barbara Goldschmid  Marcel L. Goldschmid  Barbara Falk  Manfred Bayer  Gilles Guérin  Gareth Williams 《Higher Education》1975,4(3):379-391

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A comparison of freshmen and seniors on general and specific essay tests of critical thinking     

Stuart M. Keeley  M. Neil Browne  Jeffrey S. Kreutzer 《Research in higher education》1982,17(2):139-154

There is much interest in the impact of college on critical thinking ability. Freshmen and seniors at a mideastern university were given either a general instruction or multiple specific instructions for critically evaluating one of two articles. All critiques were in essay form. Seniors provided more appropriate criticisms to both kinds of instructions for both articles. However, the absolute level of performance of seniors reflected major deficiencies in applying critical evaluation skills. It was concluded that while college seems to be having an impact, greater emphasis is needed on more directly teaching critical thinking skills in the classroom.  相似文献   

Effects of Cooperative Learning on Elementary School Children in Singapore     

Christine Lee  Maureen Ng  Rosalind Phang 《Asia Pacific Journal of Education》2002,22(1):3-15

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Primary Children's Use of Information Books     

David Wray  Maureen Lewis 《Literacy》1992,26(3):19-24

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Social contexts of development in natural outdoor environments: children’s motor activities,personal challenges and peer interactions at the river and the creek     

Cara McClain  Maureen Vandermaas-Peeler 《Journal of Adventure Education & Outdoor Learning》2016,16(1):31-48

This study examined the influence of spending time outdoors on young children’s physical and socioemotional development. We observed preschoolers’ activities in two naturally provisioned outdoor environments over the course of one year. Eleven preschoolers were videotaped continuously for 16 days at a local river and 9 days at a creek adjacent to the school. In addition to the quantitative analyses of children’s behaviors, a case study of three children’s experiences over the course of the year was conducted. Both the river and the creek settings encouraged a multitude of physical and play behaviors with similar types of affordances, including flat surfaces for running, rocks for climbing and jumping off, and water for exploration and play, but the wilder environment (river) afforded more risk and personal challenges. Observations of children’s motor activities, play and responses to challenging environmental features supported the importance of accumulated experience and social context for the development of confidence in the face of risk, individual exploration and positive social support and engagement with peers.  相似文献   

African American Fathers in Low Income, Urban Families: Development, Behavior, and Home Environment of Their Three-Year-Old Children     

Maureen M. Black  Howard Dubowitz  & Raymond H. Starr  Jr. 《Child development》1999,70(4):967-978

This study examined the relationship between paternal roles, regardless of residence, and the well-being of 175 3-year-old children from low income, African American families. There were no differences in children's cognition, receptive language, behavior, or home environment related to father presence. Fathers (or father figures) were identified in 73% of the families, and 64% participated in an interview and videotaped observation. The relationships between paternal roles (parenting satisfaction, economic support, nurturance during play, child care, and household responsibilities) and children's cognitive skills, receptive language, behavior, and home environment were examined. After controlling for maternal age, education, and parenting satisfaction, there were significant relationships between paternal roles and each index of children's well-being, suggesting that fathers' contributions were unique. Fathers who were satisfied with parenting, contributed financially to the family, and were nurturant during play had children with better cognitive and language competence; fathers who were satisfied with parenting and employed, had children with fewer behavior problems; and when fathers were living with the child, the home was more child-centered. Neither the biological relationship of the father nor the parents' marital status entered into the models. These findings support ecological theories linking paternal involvement with children's well-being and argue for the institution of family-oriented policies that promote positive father involvement.  相似文献   

The Young Child's Pictorial Representation of the Human Figure     

Maureen V. Cox  Sarah Mason 《International Journal of Early Years Education》1998,6(1):31-38

This study investigated reasons for the omission of the torso typical in most young children's drawings of the human figure. Do they have an incomplete mental image of the human figure; if so will the torso be omitted from a manikin task too? As the head is normally drawn first, is the torso simply forgotten; if so will children include it if they are asked to draw the torso first? Eighty tadpole‐drawers (aged between 2 years 7 months and 5 years) were randomly allocated to a drawing or a manikin condition; they were further subdivided into a head‐first or torso‐first condition. Significantly more children produced a conventional figure when they constructed a manikin compared with those who were asked to draw; the order of body parts (head‐first vs torso‐first) had no significant effect. These results suggest that young children omit the torso from their human figures because they have yet to devise a way of drawing it, perhaps because it is a relatively unimportant item; there is little evidence that they have simply forgotten it or that their mental model for the human figure is incomplete.  相似文献   

The Effect of Information Framing on Academic Task Completion     

Nand Kishor  Maureen Godfrey 《教育心理学》1999,19(1):91-101

Information framing was investigated as a classroom management technique for academic task completion. Framing effect refers to the finding that people's choices are affected by how pre‐decisional information is framed (Tversky & Kahneman, 1984). In five 3rd and 4th Grade classrooms, teachers observed task completion rates of their students under five different framing conditions: unframed instruction; positively framed instruction with (a) group and (b) individual consequence; negatively framed instruction with (a) group and (b) individual consequence. Task completion rates were significantly greater under all framed instruction conditions than unframed, with effect sizes ranging from 0.21 to 0.32 and much greater at the class level. Improvement rates corresponding to effect sizes ranged from 20% to 70% at the class level, showing the usefulness of framing instructional directives.  相似文献   

The relative effects of university success courses and individualized interventions for students with learning disabilities     

Maureen J. Reed  Deborah J. Kennett  Tanya Lewis  Eunice Lund‐Lucas  Carolyn Stallberg  Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400

Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.  相似文献