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11.
Ashley Lewis Presser Margaret Clements Herbert Ginsburg Barbrina Ertle 《Early education and development》2015,26(3):399-426
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum. 相似文献
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Öberg Gunilla Campbell Alice Fox Joanne Graves Marcia Ivanochko Tara Matsuchi Linda Mouat Isobel Welsh Ashley 《Science & Education》2022,31(3):787-817
Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education... 相似文献
14.
Katie A. Gilligan-Lee Zachary C. K. Hawes Ashley Y. Williams Emily K. Farran Kelly S. Mix 《Child development》2023,94(5):1205-1221
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills. 相似文献
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Kimberly R. Osborne Ashley A. Walsdorf Mia A. Smith-Bynum Samantha Redig Dawn Brinkley Margaret Tresch Owen Margaret O’Brien Caughy 《Child development》2023,94(1):219-236
Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (Mage = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R2 = .04). 相似文献
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Ashley N. Palmer William Elliott III Gregory A. Cheatham 《The Journal of educational research》2017,110(2):151-158
The authors focused on participation in extracurricular activities as a way of improving the educational outcomes of children with disabilities. Regarding students in the general population, adolescent involvement in extracurricular activities has been shown to have a positive association with school involvement and adolescent self-esteem, academic achievement, and adolescent development. Using the Educational Longitudinal Study dataset, the authors conducted logistic regression analyses to examine the relationship between participation in high school–sponsored extracurricular activities and postsecondary degree completion for students with disabilities. Findings show a statistically significant association between postsecondary degree completion for students with disabilities and extracurricular activity participation, including extent and type of extracurricular activity. Students with disabilities who participate in high school extracurricular activities may have increased likelihood of completing a postsecondary degree. Implications for policy, practice, and future research are discussed. 相似文献
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Samiyyah Black Carolina Estrada Mirza Carolina de la Fuente Ashley Orozco Andrew Trabazo Sofia de la Vega 《Journalism Practice》2019,13(1):35-51
This article examines talks given by 12 female media professionals at a Southern US university’s center on women in communication between 2013 and 2015 to identify the influence of hegemonic masculinity in industry speak about women and professionalism in the fields of journalism, advertising, and public relations. This paper applies a feminist critique of discussions about “work–life balance,” “leaning in,” “emotion,” and language about the role of technology and innovation in women’s careers, to argue that inherent in these discussions about media professionalism are traits that perpetuate binary notions of feminine–masculine traits of the workplace. As a whole, these messages fail to account for notions of intersectionality and perpetuate inequality and masculine power for future professionals. 相似文献
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Paul D. Umbach Jeremy B. Tuchmayer Ashley B. Clayton Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617
ABSTRACTThis paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. 相似文献
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Kym Joanne Price Brett Ashley Gordon Stephen Richard Bird Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984
ABSTRACTInterval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations. 相似文献