Book Review Interpretive Centers: The History,Design, and Development of Nature and Visitor Centers: by Michael Gross and Ron Zimmerman     

Carolyn Ward 《Curator: The Museum Journal》2003,46(1):84-86

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The relative effects of university success courses and individualized interventions for students with learning disabilities     

Maureen J. Reed  Deborah J. Kennett  Tanya Lewis  Eunice Lund‐Lucas  Carolyn Stallberg  Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400

Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.  相似文献   

Empathy Is Associated With Dynamic Change in Prefrontal Brain Electrical Activity During Positive Emotion in Children   总被引：1，自引：0，他引：1  

Sharee N. Light  James A. Coan  Carolyn Zahn-Waxler  Corrina Frye  H. Hill Goldsmith  Richard J. Davidson 《Child development》2009,80(4):1210-1231

Empathy is the combined ability to interpret the emotional states of others and experience resultant, related emotions. The relation between prefrontal electroencephalographic asymmetry and emotion in children is well known. The association between positive emotion (assessed via parent report), empathy (measured via observation), and second-by-second brain electrical activity (recorded during a pleasurable task) was investigated using a sample of one hundred twenty-eight 6- to 10-year-old children. Contentment related to increasing left frontopolar activation ( p  < .05). Empathic concern and positive empathy related to increasing right frontopolar activation ( p s < .05). A second form of positive empathy related to increasing left dorsolateral activation ( p  < .05). This suggests that positive affect and (negative and positive) empathy both relate to changes in prefrontal activity during a pleasurable task.  相似文献   

“It looked like one thing but when we went in more depth,it turned out to be completely different”: Reflections on the Discourse of Guided Reading and its role in fostering critical response to magazines     

Carolyn Swain 《Literacy》2010,44(3):131-136

This article explores the discourses of power prevalent in classrooms through considering the nature of critical response and the role of reflective group talk in negotiating meaning in children's magazines. It shares the findings from a small‐scale research project, which explored the potential of guided reading to develop critically literate response to text and reports on a case study involving two groups of pupils from broadly similar primary schools. A critique of guided teaching is offered and it is argued that while on some levels the model seems an effective vehicle for fostering critical response, its inherent power structures bring into question the validity of its role in facilitating independent critical thought.  相似文献   

Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth   总被引：2，自引：0，他引：2  

Bridget K. Hamre  Laura M. Justice  Robert C. Pianta  Carolyn Kilday  Beverly Sweeney  Jason T. Downer  Allison Leach 《Early childhood research quarterly》2010

There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively.  相似文献   

Associations Between School Readiness and Obesity‐ and Inflammation‐Related Biomarkers in Low‐Income Preschoolers Within the Healthy Kids Study          下载免费PDF全文

Carolyn Sutter  Lenna L. Ontai  Mical K. Shilts  Louise Lanoue  Lindsay H. Allen  Marilyn S. Townsend 《Mind, Brain, and Education》2018,12(1):28-38

Previous research suggests obesity is negatively related to cognitive functioning and academic outcomes in addition to physical health. However, not much is known about this association in early childhood or potential physiological underpinnings. Biomarkers related to obesity have been associated with cognition, in particular the adipokine leptin, and pro‐inflammatory cytokines including interleukin‐6 (IL‐6), tumor necrosis factor‐alpha (TNF‐alpha) and C‐reactive protein (CRP). These associations may be further exacerbated for children who experience early life stress. With a sample of low‐income preschoolers, the current study examined associations between obesity‐related biomarkers and aspects of behavioral and cognitive school readiness. Partial correlations controlling for child age show hypothesized negative associations between pro‐inflammatory cytokines and school readiness, while leptin was positively associated with cognitive school readiness and body mass index (BMI) z‐score. Findings suggest connections between obesity, physiology, and school readiness need further examination, but may have implications for early childhood education and health interventions.  相似文献   

An Investigation of High-Achieving African-American Students Attending Community Colleges: A Mixed Methods Research Study     

John Gipson  Donald Mitchell Jr.  Carolyn McLean 《Community College Journal of Research & Practice》2018,42(4):289-301

While much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit frameworks instead of focusing on the experiences of successful students. To add to what is known, this article summarizes the findings of a multi-institutional mixed methods research study that explored the experiences of high-achieving African-American students attending community colleges. Specifically, the researchers explored noncognitive factors that influenced high academic achievement—defined as grade point average (GPA) higher than 3.00, why students considered leaving an institution, and why students decided to remain enrolled. Findings suggested that studying alone promoted a high cumulative GPA and increased the likelihood students never seriously considered leaving their institution. Studying alone, family relationships, hours spent studying with family, engaged and supportive faculty, financial aid, and the strive to succeed also promoted persistence. Relating to sex differences, student organizational involvement appeared to be more important for male persistence than female persistence at a significant level. The article closes with implications for future research and practice.  相似文献   

The Influence of Teacher Expectations about Twice-Exceptional Students on the Use of High Quality Gifted Curriculum: A Case Study Approach     

Tracy C. Missett  Amy Price Azano  Carolyn M. Callahan  Kimberly Landrum 《Exceptionality》2016,24(1):18-31

Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional students held by teachers. While researchers have begun to investigate the curricular models and instructional strategies that are effective for twice-exceptional students, little research addresses how teacher beliefs and expectations about student ability are reflected in the ways teachers implement such models and strategies for twice-exceptional students in gifted classrooms. Even less research addresses gifted students with emotional and behavioral disabilities. We used a case study of a third-grade teacher using a structured, model-based language arts curriculum to better understand how her expectations about a gifted student with an emotional disability influenced her instructional choices. Using observational and interview data, the case study approach allowed the researchers to personalize the experiences of this teacher and provided a context in which to examine the subtleties of teacher expectations when teaching a gifted student with an emotional disability. Implications for educational practice, particularly the need for comprehensive school-based support systems for students with emotional disabilities, are discussed.  相似文献   

Infants' Forgetting of Correlated Attributes and Object Recognition     

Ramesh S. Bhatt  Carolyn Rovee-Collier 《Child development》1996,67(1):172-187

Infants as young as 3 months of age can encode the relations among object features. Because object recognition depends critically upon a match between perceived feature configurations and representations of the object in long-term memory, the present experiments focused on infants' long-term memory for feature correlations. In 3 experiments with 72 3-month-olds, we documented the forgetting functions of different feature correlations, examined their relation to infants' memory for individual features, and replicated the findings with different stimuli. Infants were trained to activate a mobile composed of two kinds of blocks that differed in color, the figures displayed on them, and the figures' colors and were tested after different delays with recombinations of either the block colors, the figures, or the figure colors. Infants remembered some of the original feature combinations for up to 3 days but forgot all of them after 4 days. Even after 4 days, however, infants remembered the individual features that had entered into the original combinations. These results demonstrate that very young infants not only encode the relations among object features but also remember them for several days. Moreover, there is a dissociation in memory between features and feature relations: Feature relations are forgotten sooner than the individual features that comprise those relations.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Betty Weinberger 《Early Childhood Education Journal》1976,3(3):44-46

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