A comparison of preschool teachers’ talk during storybook and information book read-alouds     

Lisa Hammett Price  Barbara A. Bradley  Jana Michele Smith 《Early childhood research quarterly》2012

Storybooks are the most frequently chosen genre for read alouds in preschool classrooms. However, growing evidence suggests that genre may influence the quantity and quality of talk produced outside of the text. The current study compared twenty preschool teachers’ extratextual talk across read-aloud sessions with a storybook and an information book. Results revealed that teachers used significantly greater numbers of extratextual utterances during the information book read-aloud compared to the storybook read-aloud after accounting for differences in duration. Teachers’ extratextual utterances also were coded for content, including behavior management, feedback, print and book conventions, and four levels of cognitive demand (with Levels 1 and 2 being concrete and Levels 3 and 4 being cognitively demanding). Rates did not differ across genre in the categories of behavior management, feedback, print, and Level 4; however, rates did differ significantly in the content categories of Level 1, Level 2, and Level 3 on the continuum of cognitive demand, with the rates always being significantly higher in the information book read-aloud compared to the storybook. Teachers also reported less favorable perceptions toward reading information books aloud compared to reading storybooks aloud. This may be attributable to differences in how teachers read information books compared to storybooks. Teachers’ level of education and the age of the children in the classroom in some cases were related to the teachers’ talk during the read aloud.  相似文献   

Food‐Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge     

Jana A. Hovland  Virginia G. Carraway‐Stage  Artenida Cela  Caitlin Collins  Sebastián R. Díaz  Angelo Collins  Melani W. Duffrin 《Journal of Food Science Education》2013,12(4):81-86

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.  相似文献   

Collaboration at the Troy University Libraries     

Erin E. Boyd  Olga Casey  Ruth Elder  Jana Slay 《Cataloging & classification quarterly》2013,51(1-3):202-213

With relatively new staff in all the Troy University campus libraries technical services departments, it was critical to collaborate on policies and procedures for consistency. Developing an online manual housed on a wiki that could be used and contributed to by staff on all three campuses was essential to this goal. Multi-campus meetings and online discussions are additional methods we use to promote collaboration. This article will include a literature review of collaboration and wikis along with methods the Troy University Libraries Technical Services departments are using to establish communication across the campuses.  相似文献   

Learning to read in Japan     

Jana M. Mason  Richard C. Anderson  Akimichi Omura  Nobuko Uchida  Mutsumi Imai 《课程研究杂志》2013,45(5):389-407

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On the Performance of Likelihood-Based Difference Tests in Nonlinear Structural Equation Models     

Carla Gerhard  Andreas G. Klein  Karin Schermelleh-Engel  Helfried Moosbrugger  Jana Gäde  Holger Brandt 《Structural equation modeling》2013,20(2):276-287

This article investigates likelihood-based difference statistics for testing nonlinear effects in structural equation modeling using the latent moderated structural equations (LMS) approach. In addition to the standard difference statistic T_D, 2 robust statistics have been developed in the literature to ensure valid results under the conditions of nonnormality or small sample sizes: the robust T_DR and the “strictly positive” T_DRP. These robust statistics have not been examined in combination with LMS yet. In 2 Monte Carlo studies we investigate the performance of these methods for testing quadratic or interaction effects subject to different sources of nonnormality, nonnormality due to the nonlinear terms, and nonnormality due to the distribution of the predictor variables. The results indicate that T_D is preferable to both T_DR and T_DRP. Under the condition of strong nonlinear effects and nonnormal predictors, T_DR often produced negative differences and T_DRP showed no desirable power.  相似文献   

Between the prescribed and the lived in physical education lessons     

Zenólia Christina Campos Figueiredo  Janaína Esfalsini Figueira  Sandra Soares Della Fonte  Francisco Eduardo Caparróz 《Sport, Education and Society》2016,21(6):945-962

This study examines physical education (PE) curriculum development in an elementary school. Our goal was to understand the daily construction of a curriculum. We sought to analyse the theoretical and methodological framework and documents that a PE teacher uses each day while putting a curriculum into practice (lived curriculum). The data collection instruments included participant observation, interviews and document analysis. The analytical process revealed the influence of internal and external factors that affect both the authorship and the autonomy of a teacher working on the daily construction of a lived PE curriculum and that create tensions, struggles and conflicts.  相似文献   

Educational Inequalities in the Czech Republic     

Jana Straková  Vladislav Tomášek  J. Douglas Willms 《Prospects》2006,36(4):517-527

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Defensive Behaviors in Infant Rhesus Monkeys: Ontogeny and Context-dependent Selective Expression     

Ned H. Kalin  Steven E. Shelton  Lorey K. Takahashi 《Child development》1991,62(5):1175-1183

We examined the ontogeny of the infant rhesus monkey's defensive behaviors and the ability to modulate them in response to specific environmental cues. Rhesus infants in 4 age groups (N = 8 per group) were briefly separated from their mothers and tested under 3 conditions: alone, in the presence of a human who averted his gaze, and in the presence of a human staring at them. Infants as young as 0 to 2 weeks displayed defensive behaviors but did not selectively respond to the human's presence or direction of gaze. By 9 to 12 weeks of age, infants modulated their responses in relation to the parameters of the threat. At this age, infant rhesus monkeys undergo cognitive and emotional changes associated with brain development similar to those in human infants 7 to 12 months old. This also is the time when human infants engage in complex emotional and behavioral responses to threatening situations. Understanding the development and expression of defensive behaviors in infant monkeys should be applicable to similar issues in emotional development of human infants.  相似文献   

Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches     

Brendel  Michelle  Siry  Christina  Haus  Jana Maria  Breedijk-Goedert  Fabienne 《Research in Science Education》2019,49(3):767-786

Research in Science Education - This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning...  相似文献   

A cross-cultural comparison of biology lessons between China and Germany: a video study     

Ning Liu  Birgit Jana Neuhaus 《Cultural Studies of Science Education》2018,13(3):671-686

Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students’ prior knowledge was tested with a pretest. After the teaching unit, students’ content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students’ reasoning and divergent thinking.  相似文献