Classroom-to-Home Connections: Young Children's Experiences With a Technology-Based Parent Involvement Tool     

Bridget A. Walsh  Heidi Cromer  Daniel J. Weigel 《Early education and development》2014,25(8):1142-1161

Research Findings: DVD classroom newsletters are one proposed technology tool to promote classroom-to-home connections. The present study explored the experiences of prekindergarten children from predominantly Spanish-speaking homes with bilingual (English and Spanish) DVD classroom newsletters. On average, parents reported that children watched each DVD nearly 3 times. Interviews with children and other sources, including parent logs, teacher logs, and a teacher focus group, also captured children's experiences. Findings indicate that children have overall positive experiences with watching DVD classroom newsletters at home. Practice or Policy: Overall the findings support the use of DVD newsletters in prekindergarten programs as a way to create an opportunity to empower children, strengthen their digital literacy, extend the learning environment, and provide opportunities for meaningful conversations in the classroom and home.  相似文献   

Vocational Education (II): Challenges,Practical Efforts,and Future Development     

Heidi Ross  Lei Wang 《Chinese Education & Society》2014,47(5):3-7

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When We Inquire Into Our Own Practice: An Early Childhood Teacher Research Group     

Debra Murphy  Holly Bryant  Heidi Ingram 《The New Educator》2014,10(1):28-34

Every day, early childhood teachers confront issues, problems, and concerns in their classrooms. Sometimes they do nothing. Sometimes they use trial and error. Sometimes they go to a workshop or read an article. We have found a way to intentionally and systematically research and answer our own questions and to enrich our own professional development through teacher research. Teacher research provides early childhood educators with a strategy that supports reflective thinking and practice. This article describes the experience of a small group of early childhood teacher researchers. How is it different from other required assessments? How is it different from other professional development?  相似文献   

Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus     

Elaine Rumsey Wagner  Susan Marla Orme  Heidi Jean Turner  David Yopp 《PRIMUS》2017,27(2):212-234

Abstract

Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article presents three student case studies. These case studies are representative of our findings and serve to summarize the activities we found useful. They also serve as examples of various student experiences during the teaching experiment. One student expressed a continued negative view to using example generation. Two increased in skills and experience and expressed positive changes in views.  相似文献   

The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement     

Fei Chen  Heidi Andrade 《The Journal of educational research》2018,111(3):310-319

The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on students’ achievement in theater arts. The role of type of task in differentiating the treatment-achievement relationship was explored. The analytical sample included 520 fifth-grade students from 13 schools in New York City. Schools were randomly assigned to the treatment or control group. Selection bias in treatment assignment at student level was adjusted with propensity score analysis. CRFA had a positive effect on students’ achievement on performance tasks (d = 0.25), but no significant effect on students’ performance on the analytical constructed response tasks or the theater vocabulary multiple-choice items.  相似文献   

Student self-reported use of standards-based grading resources and feedback     

Heidi A. Diefes-Dux 《European Journal of Engineering Education》2019,44(6):838-849

ABSTRACT

Standards-based grading (SBG) tightly links student assessment to course learning objectives, providing students with meaningful feedback. A well-designed SBG system should ease first-year engineering (FYE) students’ transition to tertiary education by setting clear expectations and enabling self-monitoring of learning progress. However, when students fail to access and use resources and feedback to guide their learning, the effort to construct an SBG system is not commensurate with the student learning benefits. FYE students in a course using SBG self-reported their access to and use of SBG resources and feedback to guide their work on assignments and prepare for exams. Access and use was low at the start or the semester but improved mid-semester around exam time. In a subsequent semester, strategies were employed to increase students’ engagement with the SBG system. Students’ access and use was significantly higher in the beginning of the semester. Insights on students’ engagement related to course management decisions are offered.  相似文献   

Conflict between peers in infancy and toddler age: what do they fight about?     

Batya Licht  Heidi Simoni  Pasqualina Perrig‐Chiello 《Early Years: An International Journal of Research and Development》2008,28(3):235-249

Although much psychological research has been conducted on children's conflicts with peers from as young as one year, very little attention has been paid to the question of the motivation underlying these conflicts. Nevertheless, what a child tries to achieve in a conflict can be highly relevant for understanding his/her conflict behavior, conflict resolution strategies, manner of coping with the outcome of conflicts, and impact of pedagogical intervention. Most researchers suppose that young children fight mainly over the possession of objects. In a longitudinal study, children were filmed during free play in daycare centers at ages 8, 14 and 22 months. Analyzing the film material employing qualitative methods, two different motivational themes at 8 months and an increasing variety of motivational issues at 14 and 22 months were identified. It was found that the earliest manifested and consistently dominant motivation is the need to explore, not to possess.  相似文献   

Human information behaviour and physiological measurements as a basis to tailor health information. An explorative study in a physical activity intervention among prediabetic individuals in Northern Finland     

Enwald HP  Niemelä RM  Keinänen-Kiukaanniemi S  Leppäluoto J  Jämsä T  Herzig KH  Oinas-Kukkonen H  Huotari ML 《Health information and libraries journal》2012,29(2):131-140

Objective: To explore through an interdisciplinary approach the potential to tailor health information on the basis of human information behaviour (HIB) on par with the results of basic physiological measurements of individuals’ health. Methods: The data were collected at the baseline of a physical activity and diabetes prevention intervention with 72 prediabetic participants, conducted in Oulu, Finland, by the University of Oulu and Oulu Deaconess Institute in 2010. Body mass index (BMI), fitness classifications and glucose values were obtained from all prediabetic participants. The interest in, the search for and the use of information on nutrition, physical activity and diabetes were examined through a self‐report questionnaire with a response rate of 95.8%. The data were analysed with the SPSS statistics 18 software. Results and conclusions: The study shows that information behaviour of prediabetic individuals differs according to their BMI and fitness level. Poor physical fitness classifications and high BMI values were associated with an increased desire to receive tailored information on nutrition and physical activity frequently. These results add knowledge on the types and preferred frequencies of tailored information. Because of the small sample size, the results should be validated further.  相似文献   

Intergroup attitudes of European American children attending ethnically homogeneous schools     

McGlothlin H  Killen M 《Child development》2006,77(5):1375-1386

Intergroup attitudes were assessed in European American 1st-grade (M=6.99 years, SD=0.32) and 4th-grade (M=10.01 years, SD=0.36) children (N=138) attending ethnically homogeneous schools to test hypotheses about racial biases and interracial friendships. An Ambiguous Situations Task and an Intergroup Contact Assessment were administered to all participants. Unlike previous findings with European American children attending heterogeneous schools, children rated minority perpetrators more negatively than majority perpetrators, and friendship as less likely when a minority than a majority perpetrator was portrayed. These findings suggest that intergroup contact contributes to racial bias in children's interpretations of peer dyadic encounters and to judgments about interracial friendships.  相似文献   

The role of language, appearance, and culture in children's social category-based induction     

Diesendruck G  HaLevi H 《Child development》2006,77(3):539-553

Four studies examined whether Israeli 5-year-olds (N = 88) and adults (N = 48) drew inferences about psychological properties based on a character's social category, personality trait, or physical appearance trait. Study 1 revealed that while children drew inferences mostly by social category, adults did it by personality trait. Study 2 showed that the children's pattern was not due to how the categorical information was conveyed. Studies 3 and 4 demonstrated that for kindergarteners, labels, not appearances, are determinant of the inductive potential of social categories. Studies indicated that "Jew" and "Arab" were the most inductively powerful social categories for both children and adults. The results carry implications for the roles of language, appearances, and culture in the conceptualization of "human kinds."  相似文献