PROGRAM EVALUATION OF THE PREPaRE SCHOOL CRISIS PREVENTION AND INTERVENTION TRAINING CURRICULUM     

Amanda B. Nickerson  Michelle L. Serwacki  Stephen E. Brock  Todd A. Savage  Scott A. Woitaszewski  Melissa A. Louvar Reeves 《Psychology in the schools》2014,51(5):466-479

This study details a program evaluation of the PREPa RE School Crisis Prevention and Intervention Training Curriculum (PREPa RE), conducted in the United States and Canada between 2009 and 2011. Significant improvements in crisis prevention and intervention attitudes and knowledge were shown among 875 Crisis Prevention and Preparedness workshop (Workshop 1) participants and 1,422 Crisis Intervention and Recovery workshop (Workshop 2) participants on matched pre‐tests and post‐tests. Results indicated high participant satisfaction for both Workshop 1 and Workshop 2. A qualitative analysis of workshop evaluation comments indicated strengths regarding workshop aims, materials, and activities, as well as suggestions for improvement, such as utilizing more active learning components. The use of these findings in the PREPa RE curriculum revision is discussed.  相似文献   

Influences of Suprasystems on Systemic Change     

Charles M. Reigeluth  Susan Patrick  Gerardo M. Gónzalez  Kathy Christie  Irene Brock  Hongsoo Lee 《TechTrends》2006,50(2):26-32

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Understanding teenagers' personal contexts to design technology that supports learning about energy consumption     

Katerina Avramides  Brock Craft  Rosemary Luckin 《Interactive Learning Environments》2016,24(1):33-48

Energy sustainability is prevalent in political and popular rhetoric and yet energy consumption is rising. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy and energy saving. We report on empirical research with two groups of teenagers. This is part of ongoing work to design learning technologies that support teenagers learn about personal energy consumption. In this paper we describe our analysis and methodology, which are shaped by the Ecology of Resources (EoR) design framework [Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London and New York, NY: Routledge]. Our findings informed the development of an EoR model of the participants' personal context, which includes their world resources (people, tools, knowledge, skills, and environment) and their personal resources (conceptions, motivations and concerns around energy consumption). We discuss the range of methods we employed to understand learners' personal contexts. These findings contribute to our understanding of how to explore teenagers' personal contexts and have implications for the design of technology to support learning about personal energy consumption.  相似文献   

Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control     

Lori Nathanson  Sara E. Rimm-Kaufman  Laura L. Brock 《Early education and development》2013,24(5):775-798

Research Findings: This paper examines the extent to which children's effortful control and early family experiences predict difficulty in kindergarten adjustment. One hundred and eighty-two children from 31 kindergarten classrooms in rural elementary schools in the Southeast participated. Teachers reported on children's difficulty with kindergarten adjustment, and parents completed measures assessing children's effortful control (inhibitory control and attentional focus) and types of parental control (i.e., lax, firm, and harsh). A hierarchical regression analysis was performed to address three research questions: First, how does effortful control (inhibitory control and attentional focus) contribute to children's difficulty with kindergarten adjustment? Second, how does parental control predict children's difficulty with kindergarten adjustment? Third, to what extent does parental control moderate the relation between effortful control and difficulty with kindergarten adjustment? Practice or Policy: Children lower on inhibitory control showed greater difficulty with kindergarten adjustment than children with higher inhibitory control. Furthermore, lax parental control, but not firm or harsh parental control, predicted children's adjustment problems. Lax parental control moderated the relation between children's inhibitory control and difficulty with kindergarten adjustment; specifically, higher levels of lax parental control coupled with lower levels of inhibitory control predicted more difficulty with the adjustment to kindergarten.  相似文献   

Fine motor skills and executive function both contribute to kindergarten achievement   总被引：1，自引：0，他引：1  

Cameron CE  Brock LL  Murrah WM  Bell LH  Worzalla SL  Grissmer D  Morrison FJ 《Child development》2012,83(4):1229-1244

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.  相似文献   

Fostering topic knowledge: essential for academic writing     

Antje Proske  Felix Kapp 《Reading and writing》2013,26(8):1337-1352

Several researchers emphasize the role of the writer’s topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation model by initiating macro-strategies. In order to examine whether the provision of interactive learning questions during studying source texts leads to better results in academic writing both writing process and performance of a group supported by interactive learning questions was compared to a study-only group which read the source texts without learning questions. Results revealed that students provided with interactive learning questions wrote longer essays and spend significantly more time prewriting and writing/revising their essays than did the students of the study-only group. Studying source texts with learning questions resulted in text products of better readability and partly better accuracy and coverage of content. These findings suggest that engaging students in answering learning questions when reading source texts can positively affect both writing process and performance.  相似文献   

Entrepreneurship education     

Antje Barabasch 《Studies in Continuing Education》2013,35(2):206-208

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Optimization-based motor control of a Paralympic wheelchair athlete     

Brock Laschowski  Naser Mehrabi  John McPhee 《Sports Engineering》2018,21(3):207-215

The following research approximated how the central nervous system of Paralympic wheelchair athletes resolve kinematic redundancies during upper-limb movements. A multibody biomechanical model of a tetraplegic Paralympic athlete was developed using subject-specific body segment parameters. The angular joint kinematics throughout a specified Paralympic sport movement (i.e., wheelchair curling) were experimentally measured using inertial measurement units. The motor control system of the Paralympian was mathematically modelled and simulated using forward dynamics optimization. The predicted kinematics from different optimization objective functions (i.e., minimizing resultant joint moments, mechanical joint power, and angular joint velocities and accelerations) were compared with those experimentally measured throughout the wheelchair curling movement. Of the optimization objective functions under consideration, minimizing angular joint accelerations produced the most accurate predictions of the kinematic trajectories (i.e., characterized with the lowest overall root mean square deviations) and the shortest optimization computation time. The implications of these control findings are discussed with regards to optimal wheelchair design through predictive dynamic simulations.  相似文献   

Engaging in vocabulary learning in science: the promise of multimodal instruction     

Dianna Townsend  Cynthia Brock  Jennifer D. Morrison 《International Journal of Science Education》2018,40(3):328-347

To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared.  相似文献   

Software Takes Command,by Lev Manovich     

Brock Craft 《Popular Communication》2014,12(3):194-197

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