Exploring Out-of-School Play and Educational Readiness     

Rhonda Peterson Dealey  Mark H. Stone 《Early Childhood Education Journal》2018,46(2):201-208

Play researchers and theorists have cautioned that children’s early play is changing in a manner that is detrimental to their development. Meanwhile U.S. governmental pressures and increasingly higher standards for education are changing the landscape of kindergarten and early learning. This study investigates the relationship between children’s out-of-school play and their educational readiness. Parents of kindergarten students in a suburban Midwestern school district completed the Child Play Survey on time their children spent in out-of-school play. Kindergarten teachers rated students on three domains of readiness using the newly devised Illinois Kindergarten Individual Development Survey (KIDS 2015): Attention to Learning—Self-Regulation (ATL-REG); Social and Emotional Development (SED); and Language and Literacy Development (LLD). Correlational and regression analyses suggest that time in out-of-school play is not positively associated to teacher ratings of academic and behavioral performance in kindergarten. Rather, increased time in outdoor play on school days and non-school days resulted in lower scores on all three readiness domains. Time in outdoor play was correlated to free-reduced lunch eligibility, the socioeconomic measure utilized in the study. Parent education level, income level, attendance at 3-year-old preschool and daycare attendance were found to positively influence readiness measures. Implications for future research are presented.  相似文献   

Abilities and affordances: factors influencing successful child–tablet communication     

Adam K. Dubé  Rhonda N. McEwen 《Educational technology research and development : ETR & D》2017,65(4):889-908

Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent.  相似文献   

Project-based learning for middle school students monitoring standby power: replication of impact on stem knowledge and dispositions     

Knezek  Gerald  Christensen  Rhonda 《Educational technology research and development : ETR & D》2020,68(1):137-162

Educational technology research and development - Middle school students participating in energy-monitoring activities guided by their teachers during 2009–2011 gained...  相似文献   

Understanding Conceptual Change and Science Learning through Educational Neuroscience     

Ashley R. Vaughn  Rhonda D. Brown  Marcus L. Johnson 《Mind, Brain, and Education》2020,14(2):82-93

Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual change and science learning. This review integrates insights from extant conceptual change educational neuroscience studies to inform the fields of educational psychology and science education. These new insights shed light on the persistence of misconceptions and the roles of error detection, inhibition, executive function, and memory in conceptual change. Future directions for the study of conceptual change and educational neuroscience are discussed.  相似文献   

A bicultural study of identification: Readers' responses to the ironic treatment of a national hero     

Rhonda Bunbury  Reinbert Tabbert 《Children‘s Literature in Education》1989,20(1):25-35

This article is the outcome of a transcontinental collaboration of the authors. We first met at Exeter, U.K., during the 1979 Congress of the International Research Society for Children's Literature (I.R.S.C.L.). We met again at a seminar in Germany during 1983, where we both became intrigued with the work of Hans Robert Jauss on reader identification with literary heroes. The authors then decided to collaborate on the topic of reader response to a popular Australian children's book that had been translated into German, Randolph Stow'sMidnite. The main themes for investigation were: How do child readers in Australia and Germany respond to the ironic humour of this rather sophisticated book? Also, what effect might translation have on reader response? A case study approach was evolved using taped interviews of children in Australia and Germany. Our research was presented in a paper at the I.R.S.C.L. Congress in Cologne, 1987, which has been edited for appearance in these pages. We believe the study is unique in the history of the Society in that it was conducted entirely by mail over the four-year period.  相似文献   

Continuity,complexity, and change: teacher education in Mauritius     

Rhonda Di Biase 《师资教育杂志》2018,44(4):517-519

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There is no place of nature; there is only the nature of place: animate landscapes as methodology for inquiry in the Coast Salish territory     

Michael Marker 《International journal of qualitative studies in education》2018,31(6):453-464

Indigenist scholars have been attending to the research process in ways that highlight the move toward inquiry, the beginnings of the research journey. The energies that animate imagination and inquiry need to be respected and accounted for. If we recognize that place and the consciousness of landscape contain the primordial elements for the Indigenous mind, then it follows that respectful Indigenous research methods should engage with the landscape as the beginning point for inquiry. Centering place and place-ness as containing the ontological meaning of Indigenous methodology is also a way to excavate the specific effects of colonization on Indigenous landscapes and communities. Much Indigenous thought radiates from an invocation of a sentient topography, a land that is aware of human presence. This writing considers what a methodology of place, specifically in the Coast Salish territory, might consist of.  相似文献   

Change Factors Influencing the Diffusion and Adoption of Green Building Practices     

Anthony W. Marker  Susan G. Mason  Paul Morrow 《Performance Improvement Quarterly》2014,26(4):5-24

This study aims to improve how human performance improvement (HPI) practitioners manage attributes of change. While there have been numerous studies addressing various aspects of change management, few have examined how the characteristics of the change itself contribute to adoption. This study addresses a change scenario of current importance and interest. Researchers coded applicable survey responses from a previous study and performed factor analysis to identify barriers and incentives to green building, including Leadership in Energy and Environmental Design (LEED) certification, for construction industry professionals in the Pacific Northwest, and how those professionals feel about adopting “green” building practices—among them, the LEED rating system. Findings suggest that (a) the qualities of some changes have far more influence on adoption than others, such as difficulty of transition, and (b) other characteristics combine to exert their influence in concert with one another. Finally, a user's perception of the value of the change was significant. The article's conclusion addresses how HPI practitioners can integrate the findings into green building adoption specifically, as well as within the greater context of change management and implementation practices in general.  相似文献   

Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students     

Alexander S. Yeung  Rhonda G. Craven  Gurvinder Kaur 《Asia-Pacific Journal of Teacher Education》2014,42(3):305-320

One’s self-concept and value perceptions can significantly influence one’s behaviours and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and three outcomes. Confirmatory factor analysis established the five latent factors. Structural equation modelling found significant paths from teacher self-concept to both student-centred and teacher-centred approaches but not beliefs about student ability. The positive path from valuing of learning to student-centred teaching was statistically significant but the path to teacher-centred teaching was not. The significant path from valuing of learning to beliefs about student ability was negative indicating that teachers who value student learning were less likely to believe in ability constraints. Therefore, teacher preparation programmes should enhance self-concept simultaneously with teaching skills and values and facilitate an advocacy for students’ learning.  相似文献   

The Religious Roots of Ernest L. Boyer's Educational Vision: A Theology of Public Pietism     

Douglas Jacobsen  Rhonda Hustedt Jacobsen 《Christian Higher Education》2014,13(1):17-28

The educational theories and policies promoted by Ernest L. Boyer (1928–1995), who served as chancellor of the SUNY system, U.S. Commissioner (Secretary) of Education, and president of the Carnegie Foundation for the Advancement of Teaching, were significantly influenced by his affiliations with the Brethren in Christ Church and the Society of Friends (Quakers) even though he rarely spoke about his faith publicly. Drawing on Anabaptist, pietistic, and apophatic (silence-oriented) theological traditions, Boyer's public career demonstrated a service-focused convictional theology that could be termed “public pietism.” Boyer's educational philosophy focused on human connectedness and called for all citizens to be active participants in improving their communities by living out nonsectarian “consensus virtues.” While Boyer was a strong proponent of the separation of church and state, his public service was imbued with deeply held Christian values.  相似文献