The Effectiveness of a Brief Mindfulness-Based Intervention for College Freshmen Who Have Aged out of Foster Care     

Lori Gray  Sarah Font  Yvonne Unrau  Ann Dawson 《Innovative Higher Education》2018,43(5):339-352

This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations.  相似文献   

Contemporary Scientists and their Interactions with Non-Scientists: Alternative Companion Stories for School Curricula     

Smith  Dorothy V.  Mulhall  Pamela J.  Hart  Christina E.  Gunstone  Richard F. 《Research in Science Education》2020,50(5):2111-2130

Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)...  相似文献   

Using the Internet for Communicative Learning Activities in Kindergarten: The Case of the “Shapes Planet”     

Georgios Fesakis  Christina Sofroniou  Elisavet Mavroudi 《Early Childhood Education Journal》2011,38(5):385-392

With the widespread use of the internet, more and more children get acquainted with its various uses at a young age while an increasing number of teachers are designing learning activities that utilize various internet services. Toward this direction, teachers need practical examples of pedagogically verified learning activities. This paper presents an experimental case study of a learning activity meant for teaching preschoolers geometric concepts, which uses communication tools from the internet. The activity constitutes a developmentally appropriate adaptation of a successful model, known as “Monster Exchange”, to kindergarten. The paper presents the proposed adaptation, the experimental findings regarding the errors children mad, the difficulties they encountered, and finally, the drawings that children produced, with the aim of evaluating the appropriateness and the learning value of the activity.  相似文献   

How New Caledonian crows solve novel foraging problems and what it means for cumulative culture     

Corina J. Logan  Alexis J. Breen  Alex H. Taylor  Russell D. Gray  William J. E. Hoppitt 《Learning & behavior》2016,44(1):18-28

New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter.  相似文献   

Storylady     

Lora Taylor Gray 《Early Childhood Education Journal》1989,17(2):8-9

If you have theatrical leanings and find it easy to call on your child-self, you may want to join me in make-believe, as a Storylady (or Storyfella). I'll tell you about some typical pretending days at a children's museum. Soon you will know if you are cut out to be a storyteller. It will be a magic moment.Lora Taylor Gray has been Docent/teacher for many years at KIDSPACE Museum (a non-profit organization) in Pasadena, CA. She is a story lady, storyteller, playwrite for libraries, television, museums, schools.  相似文献   

An experimental preschool program for culturally deprived children   总被引：1，自引：0，他引：1  

S W Gray  R A Klaus 《Child development》1965,36(4):887-898

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Education and assessment in Sweden     

Christina Wikström 《Assessment in Education: Principles, Policy & Practice》2006,13(1):113-128

Education and assessment in Swedish schools have been affected by several reforms during the last two decades. The educational system has moved from centralization to decentralization and a goal‐oriented approach has been introduced on all educational levels. This paper provides an historical overview of the Swedish educational system, educational and assessment policies and principles, to explain why and how the reforms have been carried out. This is followed by a discussion on the effects and consequences of recent reforms, based on findings in recent education and assessment research.  相似文献   

Teacher transmission-interpretation and students' attitudes to science     

P. L. Gardner  E. E. Gray  S. M. Taylor 《Research in Science Education》1981,11(1):171-179

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Conflict, Social Competence, and Gender: Maternal and Peer Contexts     

Martha Putallaz  Laura Hellstern  Blair H. Sheppard  Christina L. Grimes  Kimberly A. Glodis 《Early education and development》1995,6(4):433-447

The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed.  相似文献   

Evaluating the impact of library user training programmes across Thames Valley Strategic Health Authority in the UK     

Trinder VM  Fleet GE  Gray AE 《Health information and libraries journal》2007,24(1):34-40

BACKGROUND: This study was undertaken to provide evidence that library outreach projects in the NHS in the Thames Valley Strategic Health Authority area were effective and could justify continued funding. Objectives: The object was to assess whether information literacy skills training taken up by health professionals impacts on their confidence and skills in using electronic sources of health information. METHOD: A total of 487 health professionals taking up training on a voluntary basis were assessed by completing a self-assessment questionnaire prior to and after training to establish their information literacy skills and confidence levels. Of these, 223 trainees (46%) also returned 6-week follow-up questionnaires. RESULTS: Results showed that 464 trainees (95%) intended to apply what they had learnt in a variety of ways; use of specific resources greatly increased after training and confidence in using them increased substantially. Use of search techniques increased considerably overall, whereas use of Google decreased. CONCLUSIONS: The major findings of this research are that training health-care personnel in the use of electronic resources impacts positively on their information literacy skills and confidence, and that the information available to them is considered to have potential value across health-care practice.  相似文献