A case study of how a sample of preservice teachers made sense of incorporating iPads into their instruction with children     

Christopher P. Brown  Joanna Englehardt 《Journal of Early Childhood Teacher Education》2017,38(1):19-38

The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms.  相似文献   

The ABCs of family mealtimes: observational lessons for promoting healthy outcomes for children with persistent asthma     

Fiese BH  Winter MA  Botti JC 《Child development》2011,82(1):133-145

Family mealtimes have the potential to promote healthy child development. This observational study of 200 family mealtimes examined the relation between child health in a group of children (ages 5 to 12) with persistent asthma and 3 dimensions of mealtime interaction: Action, Behavior Control, and Communication. Percent time spent in Action and Positive Communication varied by asthma severity, child quality of life, and sociodemographic variables. Positive communication during mealtimes predicted child quality of life. Significant interactions between demographic variables and behavior control suggested that higher levels of behavior control affected child quality of life in the context of lower maternal education. Guidance is offered for practitioners and policy makers toward promoting healthy family mealtimes as a public health priority.  相似文献   

Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view     

Jeannette Mancilla-Martinez  Michael J. Kieffer  Gina Biancarosa  Joanna A. Christodoulou  Catherine E. Snow 《Reading and writing》2011,24(3):339-354

The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading comprehension growth of middle school LM learners was investigated using a longitudinal design and the simple view of reading as a theoretical framework. Students were assessed at four time points between fifth and seventh grades on standardized measures of listening comprehension, word reading, and reading comprehension. Individual growth modeling revealed that both listening comprehension and word reading assessed in fifth grade predicted the elevation of students’ developmental trajectories in reading comprehension. However, neither skill predicted students’ growth in reading comprehension, and there was no significant variation across children in growth rates, indicating that students in seventh grade remained on a trajectory established in fifth grade. The implications of the slowing rate of reading comprehension development during the middle school years are discussed.  相似文献   

Teaching cause-effect text structure through social studies content to at-risk second graders     

Williams JP  Nubla-Kung AM  Pollini S  Stafford KB  Garcia A  Snyder AE 《Journal of learning disabilities》2007,40(2):111-120

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.  相似文献   

Understanding the Role of Neuroscience in Brain Based Products: A Guide for Educators and Consumers     

Lesley J. Sylvan  Joanna A. Christodoulou 《Mind, Brain, and Education》2010,4(1):1-7

The term brain based is often used to describe learning theories, principles, and products. Although there have been calls urging educators to be cautious in interpreting and using such material, consumers may find it challenging to understand the role of the brain and to discriminate among brain based products to determine which would be suitable for specific educational goals. We offer a framework for differentiating the multiple meanings of the brain based label and guidelines for educators and consumers to use when evaluating educational products labeled as brain based. The guidelines include: identifying educational goals and target student populations, aligning goals and product purposes, reviewing product merits, identifying benefits and limitations of the product, and characterizing the product's impact on behavioral performance.  相似文献   

Science and the Application of Science for Technological Development: Towards the Enhancement of Endogenous Capacities     

Maria Nowakowska  Elbieta Ciki  Joanna Wróbel 《Higher Education in Europe》2001,26(2):171-180

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Gateways to the West,Part I: Education in the Shaping of the West     

Nancy Beadie  Joy Williamson‐Lott  Michael Bowman  Teresa Frizell  Gonzalo Guzman  Jisoo Hyun  Joanna Johnson  Kathryn Nicholas  Lani Phillips  Rebecca Wellington  La'akea Yoshida 《History of education quarterly》2016,56(3):418-444

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Targeting associated mechanisms of anterior cruciate ligament injury in female community-level athletes     

Jonathan M. D. Staynor  Joanna C. Nicholas  Gillian Weir  Jacqueline A. Alderson 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):501-513

This study aims to determine if biomechanically informed injury prevention training can reduce associated factors of anterior cruciate ligament injury risk among a general female athletic population. Female community-level team sport athletes, split into intervention (n = 8) and comparison groups (n = 10), completed a sidestepping movement assessment prior to and following a 9-week training period, in which kinetic, kinematic and neuromuscular data were collected. The intervention group completed a biomechanically informed training protocol, consisting of plyometric, resistance and balance exercises, adjunct to normal training, for 15–20 min twice a week. Following the 9-week intervention, total activation of the muscles crossing the knee (n = 7) decreased for both the training (? ?15.02%, d = 0.45) and comparison (? ?9.68%, d = 0.47) groups. This decrease was accompanied by elevated peak knee valgus (? +27.78%, d = ?0.36) and internal rotation moments (? +37.50%, d = ?0.56) in the comparison group, suggesting that female community athletes are at an increased risk of injury after a season of play. Peak knee valgus and internal rotation knee moments among athletes who participated in training intervention did not change over the intervention period. Results suggest participation in a biomechanically informed training intervention may mitigate the apparent deleterious effects of community-level sport participation.  相似文献   

Using Necessary Information to Identify Item Dependence in Passage-Based Reading Comprehension Tests     

Angela Argo Baldonado  Dubravka Svetina  Joanna Gorin 《教育实用测度》2015,28(3):202-218

Applications of traditional unidimensional item response theory models to passage-based reading comprehension assessment data have been criticized based on potential violations of local independence. However, simple rules for determining dependency, such as including all items associated with a particular passage, may overestimate the dependency that actually exists among the items. The current study proposed a more refined method based on cognitive principles and substantive theories to determine those items that pose a threat. Specifically, the use of common necessary information from text was examined as a contributor of local dependence. Cognitively similar item pairs, those with connected necessary information, had higher local dependence values than item pairs with no connected necessary information. Results suggest that focusing on necessary information may be useful to some extent for understanding and managing item dependence for passage-based reading comprehension tests.  相似文献   

The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten     

Donna Kotsopoulos  Samantha Makosz  Joanna Zambrzycka  Katharine McCarthy 《Early Childhood Education Journal》2015,43(6):531-539

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