Head Start Teachers’ Views of Phonological Awareness and Vocabulary Knowledge Instruction   总被引：1，自引：0，他引：1  

Patrick M. O’Leary  Mary K. Cockburn  Douglas R. Powell  Karen E. Diamond 《Early Childhood Education Journal》2010,38(3):187-195

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The effects of computer-assisted instruction on number combination skill in at-risk first graders     

Fuchs LS  Fuchs D  Hamlet CL  Powell SR  Capizzi AM  Seethaler PM 《Journal of learning disabilities》2006,39(5):467-475

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.  相似文献   

Physical punishment, childhood abuse and psychiatric disorders   总被引：1，自引：0，他引：1  

Afifi TO  Brownridge DA  Cox BJ  Sareen J 《Child abuse & neglect》2006,30(10):1093-1103

OBJECTIVES: Physical punishment, as a means of disciplining children, may be considered a mild form of childhood adversity. Although many outcomes of physical punishment have been investigated, little attention has been given to the impact of physical punishment on later adult psychopathology. Also, it has been stated that physical punishment by a loving parent is not associated with negative outcomes; however, this theory has not been empirically tested with regard to psychiatric disorders. The main objective of the present study was to investigate three categories of increasing severity of childhood adversity (no physical punishment or abuse, physical punishment only, and child abuse) to examine whether the childhood experience of physical punishment alone was associated with adult psychopathology, after adjusting for sociodemographic variables and parental bonding dimensions. METHODS: Data were drawn from the nationally representative National Comorbidity Survey (NCS, n=5,877; age 15-54 years; response rate 82.4%). Binary logistic and multinomial logistic regression models were used to determine the odds of experiencing psychiatric disorders. RESULTS: Physical punishment was associated with increased odds of major depression (AOR=1.22; 95% CI=1.01-1.48), alcohol abuse/dependence (AOR=1.32; 95% CI=1.08-1.61), and externalizing problems (AOR=1.30; 95% CI=1.05-1.60) in adulthood after adjusting for sociodemographic variables and parental bonding dimensions. Individuals experiencing physical punishment only were at increased odds of adult psychopathology compared to those experiencing no physical punishment/abuse and at decreased odds when compared to those who were abused. CONCLUSIONS: Physical punishment is a mild form of childhood adversity that shows an association with adult psychopathology.  相似文献   

Trial and Error: How Student Affairs Staff in Community Colleges Learn to Supervise     

Christina Lamb  Joseph Uong  Eric Coley  Lynne Valdes  Douglas Wendel 《Community College Journal of Research & Practice》2018,42(10):740-743

Supervisory skills play an important role in individual staff development and the achievement of organizational objectives. These skills are vital to professionals in community college student affairs, who support a diverse student population and a wide array of programming. This study was conducted to describe the kind of supervisory training experience student affairs professionals received. Through interviews with community college student affairs professionals, we found that many experienced a lack of formal training and acquired supervisory skills over time on the job, through trial and error, and from workshops.  相似文献   

Substantial Integration of Typical Educational Games Into Extended Curricula     

Douglas B. Clark  Emily Tanner-Smith  Andrew Hostetler  Aryah Fradkin  Vadim Polikov 《学习科学杂志》2018,27(2):265-318

Much research focuses on what might be possible with digital games in the classroom. This study focuses on what is currently probable and typical. It uses a controlled quasi-experimental design to compare outcomes for students of 13 teachers in 10 diverse urban, suburban, and rural schools. The teachers integrated a set of 55 typical educational games into their curricula on Jacksonian democracy. Teachers reported strong engagement benefits for the game condition and a strong interest in using games of this type in the future in their surveys and interviews. Each teacher taught at least one classroom with the games and at least one classroom without the games. When the one teacher who reported a failed implementation was dropped from the analysis, the results showed significantly higher gains for the game condition in terms of multiple-choice factual outcomes, open-response factual outcomes, evidentiary depth, and student engagement outcomes. When the failed implementation was included, the game condition demonstrated improved scores for all outcomes, but only student engagement and evidentiary depth remained significant. Moderator analyses highlighted the role of teacher experience and student engagement in the efficacy of the game condition, indicating that game instruction was particularly beneficial for special education students.  相似文献   

Demographic profiling of British Olympic equestrian athletes in the twenty-first century     

Lucy C. Dumbell  Lauren Rowe  Jenni L. Douglas 《Sport in Society》2018,21(9):1337-1350

Analyses of the determinants for participation in specific sports have been neglected and the use of demographic profiling in equestrian sports is limited. The aim of this research was to compare demographic profiles of British Olympic equestrian athletes, across and within disciplines, and suggest implications for the national federation’s micro-level athlete development strategy. Data were collected about all Team GB equestrian competitors over the last five Olympic Games. Equestrian sports are not organised by sex segregation, however no female showjumping competitors have represented Team GB in the twenty-first century. Competitors ranged in age over five decades and support the unusual early start-late specialisation paradigm, introduced by the national federation in 2007. Horse ownership is unusual amongst competitors, although it is more common amongst male athletes. The inter-athlete variation and inter-discipline variation these athletes show post challenges to the single development strategy currently in use.  相似文献   

Educational implications of self-esteem     

Joseph T. Kunce  Stephen H. Getsinger  Douglas E. Miller 《Psychology in the schools》1972,9(3):314-316

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Braginsky,D. D. and Braginsky,B. M. Hansels and gretels: Studies of children in institutions for the mentally retarded. New York: Holt,Rinehart & Winston, 1971, 212pp., $4.00 (paper), $7.00 (cloth)     

Douglas Fbiedrich 《Psychology in the schools》1971,8(3):294-295

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The uses and abuses of boredom in the classroom     

Douglas W. Yacek  Kevin Gary 《British Educational Research Journal》2023,49(1):126-141

Although the educational and psychological hazards of boredom are well documented, an increasing number of researchers have argued that boredom may be a helpful, rather than harmful, emotion for the growing individual. In this paper, we engage with this re-conception of boredom and explore its implications for contemporary education: Can boredom enhance student learning, or support certain forms of it? Can it be put to use in the classroom? What are the risks involved? In addressing these questions, we show that boredom can fulfil several important psychological functions under certain special conditions. At the same time, we argue that careful attention to the moral psychology of boredom reveals that it has significant disadvantages for helping students to develop a meaningful and fulfilling relationship to subject matter in the classroom. Against the backdrop of this analysis, we discuss the concept and experience of aspiration as a potential way of tempering and eventually obviating the psychological pitfalls of boredom. In the final section, we draw out several principles of an aspirational approach to grappling with boredom in education.  相似文献   

Kyouzaikenkyuu: an exploration of Japanese mathematics teachers’ daily planning practices     

Melville  Matthew David  Corey  Douglas Lyman 《Journal of Mathematics Teacher Education》2022,25(3):371-383

Journal of Mathematics Teacher Education - Kyouzaikenkyuu (translated as instructional materials research) is said to be a crucial part of successful Japanese lesson study. Kyouzaikenkyuu is...  相似文献