The Role of Theory in the Study of Peer Collaboration     

Peggy Van Meter  Robert J. Stevens 《Journal of Experimental Education》2013,81(1):113-127

This special issue illustrates how research on peer collaboration is influenced by different theoretical perspectives. In the first part of this commentary, the role of theory in each article is discussed. The authors use connections among theory, research questions, and study methods to identify how theory affected the work of each group of researchers. They then make the case that the real need lies in the integration of those theories and in the integration of all findings relevant to applied questions of collaborative processing. Following a brief review of relevant theories, the authors demonstrate how a cohesive, integrated theory of group processes can be adopted.  相似文献   

Manipulatives Work!     

Peggy L. Moch 《The Educational forum》2013,77(1):81-87

This essay invites reflection on the phenomena of time as it impacts the day-to-day life of teachers. It also explores assumptions about time and teaching in three areas: first, beliefs about the force of time and the teacher's struggle to control it; second, beliefs about the potential of time and the benefits of its passing for teachers and students; and finally, beliefs about significant moments in time and the teacher's courage to be appropriately responsive to them.  相似文献   

Internet/E-mail Usage and Well-Being Among 65–84 Year Olds in New Zealand: Policy Implications     

Peggy G. Koopman-Boyden  Sarah L. Reid 《Educational gerontology》2013,39(11):990-1007

Research indicates that significant groups of older people are using Internet/e-mail technology. Using data from a 2007 random sample of 1,680 New Zealanders aged 65–84, predictors of Internet/e-mail usage and the impact of usage on well-being were investigated. Gender, age, education, household composition, income, and work were significant predictors of Internet/e-mail usage. Significant positive relationships were also found between Internet/e-mail usage, self-rated health, leisure/recreation participation and leadership, and well-being. These research findings suggest that public policies should encourage older people to adopt Internet/e-mail technology to ensure continued participation, learning, and well-being throughout later years.  相似文献   

Concurrent and Longitudinal Relations Between Children's Sleep and Cognitive Functioning: The Moderating Role of Parent Education     

Joseph A. Buckhalt  Mona El-Sheikh  Peggy S. Keller  Ryan J. Kelly 《Child development》2009,80(3):875-892

Relations between children's sleep and cognitive functioning were examined over 2 years, and race and socioeconomic status were assessed as moderators of effects. Third-grade African American and European American children ( N  =   166; M  =   8.72 years) participated at Time 1 and again 2 years later ( N  =   132). At both Time 1 and Time 2, sleep was examined via self-report and actigraphy. Children were administered selected tests from the Woodcock–Johnson III Tests of Cognitive Abilities, and Stanford Achievement Test scores were obtained from schools. Children's sleep was related to intellectual ability and academic achievement. Results build substantially on an emerging literature supportive of the importance of sleep in children.  相似文献   

Use of the woodcock language proficiency battery with culturally variant learning-disabled students     

Peggy L. Anderson  Patricia D. Morris 《Psychology in the schools》1989,26(2):130-138

The Woodcock Language Proficiency Battery (WLPB) was administered to 18 learning-disabled adolescents from a culturally variant population in rural southern Louisiana and to a matching group of normal achievers. ANOVA results revealed that group status (learning-disabled vs. normally achieving) had a significant effect on cluster scores (Oral Language, Reading, and Written Language), p < .001. Significant effects for cluster scores were not discovered; however, the significant interaction (p < .05) between subjects and cluster scores was determined to be the result of group differences on all cluster scores. Kolmogorov-Smirnov Z-test results indicated that all WLPB cluster scores for the learning-disabled group were significantly lower (p < .001) than the test's means for each of these clusters; but, for the achieving group, only the Oral Language Cluster mean was significantly lower than the WLPB mean, p < .001. Additional t-test investigation revealed that the learning-disabled group means were significantly lower than the achieving group means on all subtests except for Picture Vocabulary. A modified contrastive linguistic analysis did not uncover the existence of test bias for semantics when error responses were evaluated. The results of this study suggest that the WLPB may be a useful tool for culturally diverse students when interpretation is based on a community norm perspective.  相似文献   

Addressing first- and second-order barriers to change: Strategies for technology integration   总被引：16，自引：0，他引：16  

Peggy A. Ertmer 《Educational technology research and development : ETR & D》1999,47(4):47-61

Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice teachers are to become effective users of technology, they will need practical strategies for dealing with the different types of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration.  相似文献   

The mode of action of ultra-violet radiation in injuring the refracting media of the eye     

W.E. Burge 《Journal of The Franklin Institute》1915,180(4):477-478

  相似文献   

Martin Milmore's Soldiers' and Sailors' Monument on the Boston Common: Formulating Conventionalism in Design and Symbolism     

Peggy McDowell 《Journal of American culture (Malden, Mass. : 2003)》1988,11(1):63-85

  相似文献   

Retrospective perception of parental child-rearing practices in three culturally different college groups     

Luis A. Escovar  Peggy L. Escovar 《Int J Intercult Relat》1985,9(1):31-49

Retrospective perceived child-rearing practices reported by three culturally different groups of college students—Latin Americans (n = 164), CubanAmericans (n = 127), and Anglo-Americans (n = 154)—on sixteen parent practices variables were compared using a 2 (sex) × 3 (cultural group) multivariate analysis of covariance with social class as the covariate. Cuban-American mothers were perceived as more similar to Anglo than to Latin mothers, specifically in their use of disciplinary techniques. Cuban-American mothers and fathers were perceived as applying the greatest amount of achievement pressure. Anglo fathers were perceived as using physical punishment significantly more than Cuban and Latin American fathers. Overall the results provide some support for previous findings in the literature but indicate that the results in the literature on child-rearing practices comparing Anglos to Mexicans and Mexican-Americans are not easily generalizable to other Hispanic or Latin American groups.  相似文献   

Constructing student portfolios: A process and product that fosters communication with families     

Jeffrey I. Gelfer  Peggy G. Perkins 《Early Childhood Education Journal》1992,20(2):9-13

When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?”  相似文献