Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions     

Erin L. Ratliff  Kara L. Kerr  Masaya Misaki  Kelly T. Cosgrove  Andrew J. Moore  Danielle C. DeVille  Jennifer S. Silk  Deanna M. Barch  Susan F. Tapert  W. Kyle Simmons  Jerzy Bodurka  Amanda Sheffield Morris 《Child development》2021,92(6):e1361-e1376

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.  相似文献   

Students’ Views of Design in an Engineering Design-Based Science Curricular Unit     

Lie  Richard  Aranda  Maurina L.  Guzey  S. Selcen  Moore  Tamara J. 《Research in Science Education》2021,51(3):663-683

Recent reforms in science education have supported the inclusion of engineering and their practices in K-12 curricula. To this end, many classrooms have incorporated engineering units that include design challenges. Design is an integral part of engineering and can help students think in creative and interdisciplinary ways. In this study, we examined students’ conceptions of design during and after participation in a design-based science curriculum unit. Our study was guided by the following research question: What are students’ views of design after participation in an engineering design-based science curriculum unit and how are these views reflected in their enactment throughout the unit? Using a qualitative approach, we examined students’ conversations throughout the enactment of the curriculum and interviews conducted after the completion of the unit. We found that students had complex and diverse views of design, and these views were reflected in their group discussions throughout the curriculum and design challenge. Students most frequently expressed design as learning and as a process of integration into a coherent whole. These aspects of design were also frequently observed in students’ conversations during the unit. Interestingly, we found evidence of students demonstrating several aspects of design throughout the curriculum that were not explicitly expressed during the student interviews. Taken together, these findings support the complex nature of design as seen at the middle school level.

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Teaching and learning science in linguistically diverse classrooms     

Emilee Moore  Natalia Evnitskaya  S. Lizette Ramos-de Robles 《Cultural Studies of Science Education》2018,13(2):341-352

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, doi: 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called “content” subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students’ whole language repertoires are used as valuable resources for constructing meaning and for developing academic competences in the language of instruction. This is a conclusion that we support wholeheartedly and an educational practice that we hope to promote with this forum discussion.  相似文献   

Designing and building an on-line community: The struggle to support sociability in the inquiry learning forum   总被引：1，自引：0，他引：1  

Sasha A. Barab  James G. Makinster  Julie A. Moore  Donald J. Cunningham 《Educational technology research and development : ETR & D》2001,49(4):71-96

In this paper we describe the sociotechnical structures of the Inquiry Learning Forum (ILF), a Web-based professional development tool designed to support a community of inservice and preservice mathematics and science teachers creating, sharing, and improving inquiry-based pedagogical practices. Founded in our previous research and consistent with our pedagogical commitment, the technical structures of the ILF have been designed around a “visiting-the-classroom” metaphor. This decision was based on our belief that teachers need to be full participants in, and owners of, their virtual space for meaningful interaction to occur. The hallmark of this environment is that teachers with a broad range of experience and expertise can come together in an on-line environment to observe, discuss, and reflect on pedagogical theory and practice anchored to actual teaching vignettes. The goal of this paper is to share how we instantiated our pedagogical commitments and to describe the challenges we faced during the design, development, implementation, and analysis of the ILF. Toward this end, we walk the reader through our design and implementation process, highlighting our change in focus from usability to sociability issues, and movement from conceiving the ILF as an electronic structure to a sociotechnical interaction network. The ILF Design Team consists of Brian Beatty, Tom Duffy, Geraldine Haas, Chris Keslin, Sun-Myung Lee, Justin Marquis, and Kirk Sluder  相似文献   

A fading procedure facilitates the maintenance of observing responses when the more valued stimulus is not produced     

Barbara J. Kaminski  Jay Moore 《Learning & behavior》1990,18(4):423-433

Pigeons served in two experiments in which responding on an observing key converted a two-component mixed schedule to the corresponding multiple schedule of reinforcement. Presentation of the stimulus correlated with the more valued component was faded out (probabilistically) over sessions, so that ultimately an observing response produced only the stimulus correlated with the less valued component. Observing was well maintained after a fading procedure when a stimulus was produced by a single response, regardless of whether the less valued stimulus was associated with food or with extinction (Experiment 1). However, observing was not well maintained after a fading procedure when a stimulus was produced according to an intermittent schedule (Experiment 2). Taken together, the results of the two experiments suggest that the absence of an exteroceptive stimulus change after a single response may become discriminative in its own right for the more valued component, and that the fading procedure is an effective means of promoting this discrimination. However, if observing responses produce a stimulus change according to an intermittent schedule, then the absence of a stimulus change after a response is correlated with both components. Under these conditions, the absence of stimulus change is not discriminative for either component, even with fading, and observing is not maintained.  相似文献   

The consequences of being labelled ‘looked‐after’: Exploring the educational experiences of looked‐after children and young people in Wales          下载免费PDF全文

Dawn Mannay  Rhiannon Evans  Eleanor Staples  Sophie Hallett  Louise Roberts  Alyson Rees  Darren Andrews 《British Educational Research Journal》2017,43(4):683-699

The educational experiences and attainment of looked‐after children and young people (LACYP) remains an issue of widespread international concern. Within the UK, children and young people in care achieve poorer educational outcomes compared to individuals not in care. Despite proliferation of research documenting the reasons for educational disadvantage amongst this population, there remains limited empirical consideration of the lived experiences of the educational system, as perceived by LACYP themselves. This paper draws upon qualitative research with 67 care‐experienced children and young people in Wales. The sample was aged 6–27 years, and comprised 27 females and 40 males. Participants had experienced a range of care placements. Findings focus on how educational policies and practices alienate LACYP from dominant discourses of educational achievement through assignment of the ‘supported’ subject position, where children and young people are permitted and even encouraged not to succeed academically due to their complex and disrupted home circumstances. However, such diminished expectations are rejected by LACYP, who want to be pushed and challenged in the realisation of their potential. The paper argues that more differentiated understandings of LACYP's aspirations and capabilities need to be embedded into everyday practices, to ensure that effective educational support systems are developed.  相似文献   

Cartoon embellishments in informative presentations     

Edward H. Sewell  Roy L. Moore 《Educational technology research and development : ETR & D》1980,28(1):39-46

What effect does the inclusion of cartoon embellishments have on printed and audiovisual presentations? College students read, listened to, or viewed a presentation about the library. Some presentations included cartoons. The results suggest that if comprehension is the only goal, the printed text without cartoons is just as effective as cartoons or audiovisual presentations. If enjoyment is a factor, cartoons or audiovisual presentations should be considered.  相似文献   

Rats’ responses to molar and local schedule constraints     

James Allison  Alison Buxton  Kevin E. Moore 《Learning & behavior》1987,15(4):360-367

Three experiments explored responses to molar and local schedule constraints. Thirsty rats pressed a lever for access to a water spout. In Experiment 1, response totals were unaffected by two local schedule characteristics—the variability of the instrumental requirement and the variability of the magnitude of contingent reward. Experiment 2 manipulated the correlation between the instrumental requirement and the magnitude of reward. This correlation did not affect the behavioral price ratio (presses per lick) at a molar level. At a local level, the positive correlation created a lower mean lick price than did the negative correlation. The rats licked more, and licked less efficiently, under the positive correlation than under the negative correlation. Experiment 3 compared two ways of manipulating the molar presses/lick ratio: The instrumental (contingent) series varied the instrumental (contingent) requirement, but held the other requirement constant. As the ratio increased, total leverpresses increased, and total licks decreased linearly; the two series did not differ significantly. At higher lick prices, the rats licked more efficiently and made more extra licks at the spout as it closed. The results help delimit the applicability of molar models of the organism’s response to schedule constraints.  相似文献   

OCCUPATIONAL LICENSE LAWS AND THE CREATION OF EDUCATIONAL NEEDS: A NEW ROLE FOR COMMUNITY COLLEGES?     

Wellford W. Wilms  Richard W. Moore  Roger E. Bolus 《Community College Journal of Research & Practice》2013,37(1-4):81-92

The authors describe how growing state occupational license laws that require candidates to pass pencil and paper examinations create a large demand for education. In building contracting, insurance, and real estate, for example, that demand often is met by profit‐seeking examination preparation schools. The paper reports research from a large sample of applicants of the more than 20,000 each year who take the California contractors’ license examination. Some prepared for the examination, which is primarily business and law, through examination preparation schools, while others prepared on their own. Results show that while those who attended a license‐preparation school were somewhat less advantaged than those who prepared on their own, they had a somewhat higher probability of passing the examination. The paper also reports, however, that a large minority of license candidates were dissatisfied with their method of preparation, often expressing a need for a more comprehensive educational program in business and law, rather than in rote drill offered by many license schools. Added evidence is presented suggesting the need for more thorough preparation of license candidates that could result in greater social equity, indicating an important role for public community colleges in meeting this emergent demand.  相似文献   

What Have These Honor Students Achieved? 1     

H. F. Moore 《The Educational forum》2013,77(2):109-119

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