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Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the specific cognitive correlates of math problem solving across early grade levels (1–4) while controlling for basic calculation skills. As expected, basic calculation skill was a significant predictor of math problem solving across the entire sample. However, the addition of cognitive measures almost doubled the variance explained (R2 = .61). Additionally, only select cognitive variables contributed to the prediction of math problem solving, and these variables change in importance as children develop higher‐level math skills. Results are discussed within a developmental model, which emphasizes the increasing importance of abstract code representations required in higher levels of math performance. 相似文献
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Emily K. Gnaedinger Alycia M. Hund Matthew S. Hesson‐McInnis 《Mind, Brain, and Education》2016,10(4):233-246
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy‐five second‐ through fifth‐grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card‐sorting tasks to measure general and reading‐specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading‐specific flexibility. Importantly, reading‐specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading‐specific flexibility skills were associated with a negative relation between reading strategy use during think aloud and reading comprehension, suggesting that children with weak flexibility skills are less adept at using reading strategies effectively. 相似文献
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Scott L. Decker Alycia M. Roberts Kristin L. Roberts Allison L. Stafford Mark A. Eckert 《Psychology in the schools》2016,53(6):617-625
A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across early grade levels (1–4) while controlling for basic word identification skills. Results from this study suggest writing skill requires several cognitive skills of differing emphasis depending on the level of writing skill. Perceptual and rapid perceptual processing skills are important during the early acquisition of writing skills followed by a transition to language and language retrieval skills and later still to working memory skills. Applications for education and cognitive assessment are discussed. 相似文献
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Gail Richmond R. Charles Dershimer Maria Ferreira Nelson Maylone Beth Kubitskey Alycia Meriweather 《Mentoring & Tutoring: Partnership in Learning》2017,25(1):5-26
In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings related to our implementation of an educative mentoring professional learning community (PLC) as a professional development (PD) model for these mentors. Our analysis reveals that mentors as well as candidates identified the PD program as addressing their specific interests and concerns, and that they were regularly and deeply engaged with key activities that were part of each session’s agenda. These findings signal how key elements of PD workshops can contribute to creating and sustaining a local but replicable PLC utilizing an educative mentoring model to support mentors and the future teachers whom they support. 相似文献
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Anne Gregory Kathleen Clawson Alycia Davis Jennifer Gerewitz 《Journal of educational and psychological consultation》2016,26(4):325-353
ABSTRACTRestorative approaches to school discipline are increasingly being implemented throughout the United States in an attempt to reduce reliance on suspension and eradicate the racial discipline gap. Yet, little is known about the experience of students in classrooms utilizing restorative practices (RP). This study draws on student surveys (N = 412) in 29 high school classrooms. Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students. Students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers. In addition, the findings demonstrate some initial promise of well-implemented RP for narrowing the racial discipline gap. The study found that higher RP implementers issued fewer discipline referrals to Latino and African American students compared with lower RP implementers. The study findings have implications for equity-focused consultation in schools that honor student experience of new programming. 相似文献
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Two experiments examined how imposing a delay between learning and reproducing locations influences children's memory for location. In Experiment 1, ninety-six 7-, 9-, and 11-year-old children and adults learned the locations of 20 objects in an open, square box divided into four regions by opaque walls. During test, participants attempted to place the objects in the correct locations without the aid of the dots that had marked the locations or the boundaries that had divided the space. The test phase began either immediately following learning or following a 12-min delay. As predicted by the Category-Adjustment model, bias toward category centers increased significantly following an intervening delay. Moreover, the magnitude of categorical bias followed a systematic U-shaped developmental pattern. Results from a second study (N = 72) replicated this developmental pattern. Discussion focuses on the implications of these results for understanding how children and adults remember locations. 相似文献
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This paper explores undocumented adolescent Latina becomings that move beyond Western, white dominant cultural values and recognize egalitarian entanglements of difference. I begin by recognizing my positionality in this work that speaks to my own feminist theoretical entanglements of this project that draw upon new materialist and post-qualitative embodied, inspirited, affective becomings. In the second half of this paper, I resituate this project within a decolonizing framework that parallels discussions of feminist new materialist and post-qualitative work in an effort to begin thinking differently about educational research, schooling, and the impact of oppressive and colonizing practices on undocumented immigrant youth in this country. Finally, I do not offer this research project in the conventional qualitative structure, but am not claiming this research as post-qualitative either - as it lies somewhere in between - and resides in a liminal methodological space. 相似文献
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Lawrence P Cahalin Alycia Markowski Mary Hickey Lorna Hayward 《Cardiopulmonary Physical Therapy Journal》2011,22(3):21-30
Purpose: Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor''s perspective on the educational process and student clinical skill development. Summary of Key Points: The model, employed in a course: “Integrative Physical Therapy Practice,” enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model''s assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness. Conclusions: Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.Key Words: standardized patient, clinical reasoning, reflection, physical therapy education, cardiovascular, pulmonary 相似文献
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