The Effects of Classwide Self-Assessment on Preschool Children's Engagement in Transition, Free Play and Small Group Instruction     

Linda J. Miller  Phillip S. Strain  Kimberly Boyd  Janet Jarzynka  Mary McFetridge 《Early education and development》1993,4(3):162-181

The effectiveness of using a group self-management procedure to increase the on-task behavior of four disruptive preschool boys was studied using a reversal design combined with a multiple baseline across settings design. Measures of child and teacher behavior were obtained through direct observation during free play, transition, and small group instruction activities. The classwide procedure, which included self-assessment by the students, matching the assessments with the teacher, and reinforcement based on a match between teacher and child ratings, was conducted by teachers in two classrooms located at a Head Start center in a large urban area. Results suggest that use of the procedure improved on-task behavior of the target students and decreased off-task and competing behavior. For the teachers, use of a group approach to self-management served the dual purpose of addressing individual student needs while promoting independent and responsible behavior for all members of the class.  相似文献   

Investigating profiles of lexical quality in preschool and their contribution to first grade reading     

Kimberly?A.?Murphy  Language  Reading Research Consortium  Kelly?Farquharson 《Reading and writing》2016,29(9):1745-1770

This longitudinal study investigated profiles of lexical quality domains in preschool children and the extent to which profile membership predicted reading comprehension in first grade. A latent profile analysis was conducted to classify 420 preschool children on lexical quality domains, including orthography, phonology, morphosyntax, and vocabulary. Regression analysis was used to determine whether profile membership was associated with first grade outcomes across reading comprehension and its components (i.e., listening comprehension and word recognition). Results revealed five profiles of lexical quality which were predictive of all three outcomes in first grade. Children in low lexical quality profiles performed more poorly on the outcome measures than children in the higher lexical quality profiles. Additionally, profile membership did differentially predict later reading outcomes. These results suggest that lexical quality profiles are associated with reading and therefore may offer a means of early identification of children who are susceptible to future reading difficulties.  相似文献   

The differential influence of instructional context on the academic engagement of students with behavior problems     

Jean A. Baker  Teresa P. Clark  Kimberly S. Maier  Steve Viger 《Teaching and Teacher Education》2008

The teacher–student interactions of 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment from urban elementary schools were directly observed. Comparisons between these students within four different instructional contexts indicated that levels of student engagement were significantly related to both behavior and classroom context. Although teachers’ use of behavioral management strategies was minimal, it was significantly related to the type of instructional context in which it occurred. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems. A more comprehensive understanding of the influence of these environmental contexts can allow teachers to scaffold task demands to bring them within the domains of the student's ability.  相似文献   

Culture or Disability? Examining Deaf Characters in Children’s Book Illustrations     

Debbie B. Golos  Annie M. Moses  Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249

Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world.  相似文献   

Capturing every patron interaction: the move from paper statistics to an electronic system to track the whole library     

Vardell E  Loper K  Vaidhyanathan V 《Medical reference services quarterly》2012,31(2):159-170

Reference departments track patron interactions to illustrate the type and number of services provided as well as to tailor librarians' time and expertise to the interest and needs of their patrons. Until 2010 the Reference, Education, and Community Engagement Department at the Calder Memorial Library tracked statistics using a complicated system of paper tic sheets and two Excel? spreadsheets. After considering different electronic systems, the department decided to employ an electronic form created with SurveyMonkey? to track patron interactions. After the system had been in place for three months, the authors administered a satisfaction and use survey to collect faculty and staff feedback on the new system. Seven months later the authors undertook usability testing to collect further evaluative data on the electronic form. The patron interaction form continues to be used to collect statistics, provide data for annual reviews, and recognize the contributions of all faculty and staff at the library.  相似文献   

Classroom Location,Activity Type,and Physical Activity During Preschool Children's Indoor Free-Play     

Clevenger  Kimberly A.  McKee  Katherine L.  Pfeiffer  Karin A. 《Early Childhood Education Journal》2022,50(3):425-434

Early Childhood Education Journal - Preschool children spend most of their day in the indoor classroom, but it is unknown which learning centers or activity types are associated with physical...  相似文献   

Scoping review: The use of augmented reality in clinical anatomical education and its assessment tools     

Kimberly A. McBain  Rami Habib  George Laggis  Andrea Quaiattini  Nicole M. Ventura  Geoffroy P. J. C. Noel 《Anatomical sciences education》2022,15(4):765-796

The purpose of this review was to identify the different augmented reality (AR) modalities used to teach anatomy to students, health professional trainees, and surgeons, and to examine the assessment tools used to evaluate the performance of various AR modalities. A scoping review of four databases was performed using variations of: (1) AR, (2) medical or anatomical teaching/education/training, and (3) anatomy or radiology or cadaver. Scientific articles were identified and screened for the inclusion and exclusion criteria as per Preferred Reporting Items for Systematic Reviews and Meta-Analyses with extension for scoping reviews guidelines. Virtual reality was an exclusion criterion. From this scoping review, data were extracted from a total of 54 articles and the following four AR modalities were identified: head-mounted display, projection, instrument and screen, and mobile device. The usability, feasibility, and acceptability of these AR modalities were evaluated using a variety of quantitative and qualitative assessment tools. Within more recent years of AR integration into anatomy education, the assessment of visuospatial ability, cognitive load, time on task, and increasing academic achievement outcomes are variables of interest, which continue to warrant more exploration. Sufficiently powered studies using validated assessment tools must be conducted to better understand the role of AR in anatomical education.  相似文献   

DIRECT BEHAVIORAL CONSULTATION: EFFECTS ON TEACHERS’ PRAISE AND STUDENT DISRUPTIVE BEHAVIOR     

Brad A. Dufrene  Lauren Lestremau  Kimberly Zoder‐Martell 《Psychology in the schools》2014,51(6):567-580

Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings.  相似文献   

Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element of the Statutory Test in Spelling,Punctuation and Grammar (SPaG)     

Kimberly Safford 《Changing English: An International Journal of English Teaching》2016,23(1):3-21

The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar.  相似文献   

The case for prospective longitudinal studies in child maltreatment research: commentary on Dube, Williamson, Thompson, Felitti, and Anda (2004)     

Widom CS  Raphael KG  DuMont KA 《Child abuse & neglect》2004,28(7):715-722

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