‘You have to find the right words to be honest’: nurturing relationships between teachers and parents of children with Special Educational Needs     

Carla Solvason  Samuel Proctor 《Support for Learning》2021,36(3):470-485

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I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners   总被引：1，自引：1，他引：0  

Elsa S. Billings  Carla Mathison 《Journal of Science Education and Technology》2012,21(4):494-503

This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP??s English only curriculum, thus negatively impacting ELs?? engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre- and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups?? performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups?? motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs?? linguistic and academic success.  相似文献   

The role of visualization in learning from computer‐based images     

Michael D. Piburn  Stephen J. Reynolds  Carla McAuliffe  Debra E. Leedy  James P. Birk  Julia K. Johnson 《International Journal of Science Education》2013,35(5):513-527

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web‐based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content‐based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three‐way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.  相似文献   

Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education     

Jennifer Mitton-Kükner  Carla Nelson  Claire Desrochers 《Teaching and Teacher Education》2010

This paper explores the experiences of pre- and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. Because the contexts where our studies were situated were culturally different from participants' backgrounds, narrative inquiry spaces shaped windows in which participants could restory their understandings of others different from themselves. We argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for pre- and in-service teachers' professional identities in school contexts shaped by diversity.  相似文献   

Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children?     

Jo‐Anne LeFevre  Eleoussa Polyzoi  Sheri‐Lynn Skwarchuk  Lisa Fast  Carla Sowinski 《International Journal of Early Years Education》2010,18(1):55-70

Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices.  相似文献   

Effectiveness of bibliographic searches performed by paediatric residents and interns assisted by librarians. A randomised controlled trial     

Gardois P  Calabrese R  Colombi N  Deplano A  Lingua C  Longo F  Villanacci MC  Miniero R  Piga A 《Health information and libraries journal》2011,28(4):273-284

Background: Considerable barriers still prevent paediatricians from successfully using information retrieval technology. Objectives: To verify whether the assistance of biomedical librarians significantly improves the outcomes of searches performed by paediatricians in biomedical databases using real‐life clinical scenarios. Methods: In a controlled trial at a paediatric teaching hospital, nine residents and interns were randomly allocated to an assisted search group and nine to a non‐assisted (control) group. Each participant searched Pub Med and other online sources, performing pre‐determined tasks including the formulation of a clinical question, retrieval and selection of bibliographic records. In the assisted group, participants were supported by a librarian with ≥5 years of experience. The primary outcome was the success of search sessions, scored against a specific assessment tool. Results: The median score of the assisted group was 73.6 points interquartile range (IQR = 13.4) vs. 50.4 (IQR = 17.1) of the control group. The difference between median values in the results was 23.2 points (95% CI 4.8–33.2), in favour of the assisted group (P‐value, Mann–Whitney U test: 0.013). Conclusions: The study has found quantitative evidence of a significant difference in search performance between paediatric residents or interns assisted by a librarian and those searching the literature alone.  相似文献   

美眉:请关爱你的肌肤     

Carla Engler  王启国 《海外英语》2004,(5):23

Beauty's skin-deep深层呵护No wonder our longing for better-looking skin in-creases as we age.And cosmetics(化妆品)companiesare on the case.“The skin care industry has exploded inthe last five years,”says Patricia Farris,M.D.,assistantCIinical(临床的)professor of dermatology(皮肤学)at  相似文献   

Answering Copyright Questions at the Reference Desk: A Guide for Academic Librarians     

Carla S. Myers 《The Reference Librarian》2014,55(1):49-73

Copyright compliance is a major issue in higher education, and academic librarians are being approached more frequently by students and instructors with questions as to how copyrighted works can be legally used for teaching and research. This article provides a brief orientation to U.S. Copyright Law and introduces print and online resources librarians can refer patrons to in order to make informed decisions regarding the use of copyrighted works.  相似文献   

Metacognitive scaffolding during collaborative learning: a promising combination     

Inge?MolenaarEmail author  Peter?Sleegers  Carla?van?Boxtel 《Metacognition and Learning》2014,9(3):309-332

This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control groups; no scaffolds and 12 experimental groups; 6 structuring scaffolds and 6 problematizing scaffolds). We found that groups receiving scaffolding showed significantly more intra-group interactions in which the group members co-construct social metacognitive activities. Groups receiving problematizing scaffolds showed significantly less ignored and more co-constructed social metacognitive interaction compared to groups receiving structuring scaffolds. These findings indicate that scaffolding positively influenced the group members’ intra-group social metacognitive interaction. We also found a significant relation between students’ participation in intra-group social metacognitive interaction and students’ metacognitive knowledge. Twelve percent of the variance in students’ metacognitive knowledge was explained by their participation in intra-group shared social metacognitive interaction. Therefore, future research should consider how to design scaffolds that elicit intra-group social metacognitive interaction among group members to enhance the development of students’ metacognitive knowledge.  相似文献   

BRIDGING THE DIFFERENCES TO UNCOVER THE SIMILARITIES: DISCIPLINES WORKING TOGETHER IN EARLY CHILDHOOD SPECIAL EDUCATION     

Margaret Shaeffer  Gail B. Bass  Peggy Mohr  Carla Hess 《Journal of Early Childhood Teacher Education》2013,34(2):165-170

Abstract

The study examined the integration of science and mathematics methods courses and preservice teachers’ understanding of constructivism. The participants were 50 preservice teachers who were enrolled in early childhood education mathematics and science methods courses, and an early childhood practicum. The two methods courses were integrated and the instructors adopted a collaborative approach, including common syllabi, texts, assignments, and teaching strategies. The preservice teachers completed e‐journal reflection that were subsequently coded and analyzed. The findings suggested that the instructional approach enabled students to develop and refine their understanding of constructivism. © 2005 Elsevier Inc. All rights reserved.  相似文献