Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads Into Literacy Instruction     

Amy Hutchison  Jamie Colwell 《Journal of Research on Technology in Education》2016,48(1):1-15

The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014 Hutchison, A., & Woodward, L. (2014). A planning cycle for integrating technology into literacy instruction. Reading Teacher, 67(6), 455–464. doi:10.1002/trtr.1225.[Crossref], [Web of Science ®] [Google Scholar]) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle; (2) even with the structured planning approach, preservice teachers had difficulty aligning their lesson content with the instructional goals of the lesson; and (3) preservice teachers rely on recommendations from their university classes when selecting apps to use in instruction, rather than independently seeking out resources. The implications of this research suggest the need to support preservice teachers in developing a professional learning network; the importance of a structured approach to planning technology integration to support preservice teachers; and considerations for helping preservice teachers develop their TPACK. (Keywords: Common Core State Standards, digital technology, instructional planning, TPACK, technology integration)  相似文献   

“Facebook Official,” “Hooking Up,” “Friends with Benefits”: Decoding the Terminology,Relationship Status,and Sexual Behaviors of Female College Students to Best Target Health Needs     

Alice R. Richman  Monica C. Webb  Lesley Eicher  Phyllis Adams  Jamie Troutman 《American journal of sexuality education》2017,12(2):136-147

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Neglected realities: exploring the impact of women’s experiences of violence on learning in sites of higher education     

Anne Wagner  Jamie Lynn Magnusson 《Gender and education》2005,17(4):449-461

Feminist pedagogy offers an exciting alternative to more conservative, traditional academic approaches, as it offers a site where women’s lives and experiences are accorded a place of importance and are considered worthy of theorizing. Within the last decade, feminism has been increasingly challenged to broaden its perspective and include the standpoints of those who are not part of the dominant group, whose voices have been traditionally silenced within academia. Issues of race, class, sexuality and ability have subsequently become a core focus of most women’s studies classrooms. Yet despite its transformative goals and sometimes radical pedagogical practices, these spaces often remain complicit in not fully acknowledging the impact of trauma on women’s lives. Drawing on the journal entries of first year social work students, this inquiry explores the impact of trauma on three women, struggling to negotiate the demands of academia, while simultaneously coping with memories of past abuse. It is argued that violence against women is a collective responsibility, rather than an individual pathology, as it has been conceptualized in the past. The findings highlight the need to address women’s experiences of violence as a legitimate barrier to learning.  相似文献   

Collaborative note-taking affects cognitive load: the interplay of completeness and interaction     

Costley  Jamie  Fanguy  Mik 《Educational technology research and development : ETR & D》2021,69(2):655-671

Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n?=?171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.

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A Naturalistic Study of Affective Expression, Social Competence, and Sociometric Status in Preschoolers     

Jamie L. Walter  Peter J. LaFreniere 《Early education and development》2000,11(1):109-122

Research findings. Naturalistic observation during freeplay was used to explore the role of affective expression and gender in preschoolers' social competence and sociometric status. Observers recorded occurrences of 4 types of affect: moderate and strong positive affect, anger, and distress among 56 children (M age = 50.3 months) in five classrooms. Teacher ratings of social competence and peer sociometrics were also collected. Social competence and peer acceptance were associated with strong, but not moderate positive affect. The correlates of anger and distress were moderated by the gender of the child. Girls' anger, but not distress, was negatively related to peer rejection. In contrast, boys' anger and distress were both positively related to peer rejection. Practice. These findings confirm the relations between affective expression and social competence, but also indicate that these relations may be different for boys and girls.  相似文献   

Parents' Beliefs About Their Children's Cognitive, Social, and Motor Functioning     

Karen Callan Stoiber 《Early education and development》1992,3(3):244-259

This study investigated the accuracy of parents' judgments about their children's cognitive, social, and motor abilities as well as the relationship between accuracy of prediction, and child performance. Subjects were preschool-age children and their mothers. Mothers were significantly less accurate in predicting their child's success or failure on the social items than on the cognitive and motor items. In all domains, overestimations of ability were more common than underestimations, with the greatest incidence of overestimations occurring for social items. The correlation between accurate predictions by the mother and correct response by the child was .79, and the correlation between overestimation and child competence was -.80. These findings support the “match” hypothesis, which posits that mothers who have more knowledge of their children are better able to create optimally challenging environments. Reasons for mothers' poorer ability to predict and greater tendency to overestimate their children's social understanding are discussed.  相似文献   

Effects of cooperative learning on performance,attitude, and group behaviors in a technical team environment     

Jamie C. Cavalier  James D. Klein  Frank J. Cavalier 《Educational technology research and development : ETR & D》1995,43(3):61-72

The purpose of this study was to investigate the effects of cooperative learning strategies on performance, attitude toward working in teams, and group interaction behaviors in a technical training context. Participants were 274 engineering employees enrolled in a required training class that focused on communicating technical procedures in plant operations. Participants were divided into small groups and cooperative teams. Instruction was the same for all participants. Only the practice portion of the lesson reflected cooperative strategies versus no process direction. Results indicated that the practice conducted in a cooperative manner had a significant effect on performance and group behaviors. Participants in the cooperative teams performed better on the posttest, enjoyed working in teams, perceived more accomplishment, and displayed higher levels of social and cognitive interaction than participants who worked in unstructured small groups. Implications for integrating cooperative strategies into technical team training are provided.  相似文献   

The spectrum of school–university partnerships: A typology of organizational learning systems     

Jamie L. Callahan  Dorian Martin 《Teaching and Teacher Education》2007

School–university partnerships are not uni-dimensional projects. Success in these partnerships can be found in loosely-coupled systems such as client–server partnerships and in more tightly-coupled systems such as collaborative development centers. Using a comparative case study approach, we explore two school–university partnership case studies and propose a framework for identifying and evaluating partnerships as learning systems. The structure of the partnership has implications for the focus of organizational learning initiatives that can form the foundation of sustained, systemic internal evaluation.  相似文献   

A Family Focused Intervention Influences Hippocampal-Prefrontal Connectivity Through Gains in Self-Regulation     

Jamie L. Hanson  Alysha D. Gillmore  Tianyi Yu  Christopher J. Holmes  Emily S. Hallowell  Allen W. Barton  Steven R.H. Beach  Adrianna Galván  James MacKillop  Michael Windle  Edith Chen  Gregory E. Miller  Lawrence H. Sweet  Gene H. Brody 《Child development》2019,90(4):1389-1401

The stressors associated with poverty increase the risks for externalizing psychopathology; however, specific patterns of neurobiology and higher self-regulation may buffer against these effects. This study leveraged a randomized control trial, aimed at increasing self-regulation at ~11 years of age. As adults, these same individuals completed functional MRI scanning (M_age = 24.88 years; intervention n = 44; control n = 49). Functional connectivity between the hippocampus and ventromedial prefrontal cortex was examined in relation to the intervention, gains in self-regulation, and present-day externalizing symptoms. Increased connectivity between these brain areas was noted in the intervention group compared to controls. Furthermore, individual gains in self-regulation, instilled by the intervention, statistically explained this brain difference. These results begin to connect neurobiological and psychosocial markers of risk and resiliency.  相似文献   

Communication in Mind,Brain, and Education: Making Disciplinary Differences Explicit     

Priya Kalra  Jamie K. O'Keeffe 《Mind, Brain, and Education》2011,5(4):163-171

Difficulties in communication within Mind, Brain, and Education (MBE) can arise from several sources. One source is differences in orientation among the areas of research, policy, and practice. Another source is lack of understanding of the entrenched and unspoken differences across research disciplines in MBE—that is, recognition that research in MBE comes from many diverse disciplines, rather than some monolithic entity. A third challenge to communication in MBE arises from the nature of studying the mind and brain; we address the different levels of analysis in mind–brain research. Throughout our article, we emphasize that recognizing these differences—across areas (research, practice, and policy), disciplines, and levels of analysis—and making them explicit can facilitate effective communication in MBE. We illustrate these concepts with examples from the study of reading disorders across several disciplines.  相似文献