Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies     

Wu-Ying Hsieh  Mary Louise Hemmeter  Jeanette A. McCollum  Michaelene M. Ostrosky 《Early childhood research quarterly》2009,24(3):229-247

This single-subject study assessed the effects of in-classroom coaching on early childhood teachers’ use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching being applied to each cluster separately. The coaching process included two primary components: a brief initial meeting to introduce teaching strategies in the cluster, and semi-weekly observation with follow-up discussion using data collected during the observation. A third, booster component was added when the teacher did not achieve a pre-established criterion. Participants were five early childhood teachers, three in child care programs and two in public school pre-kindergarten programs. The intervention phase lasted approximately 6 weeks for each teacher. Results indicated that this approach to coaching was effective for increasing the number of teaching strategies that teachers used in each cluster. Individual differences among teachers are discussed, and implications for future research and practice are explored.  相似文献   

Cross-cultural adaptation and psychometric properties of the Portuguese version of the youth experience survey for sport (P-YES-S)     

Patrícia Aparecida Gaion Rigoni  José Roberto Andrade do Nascimento Junior  Isabella Caroline Belem  Lenamar Fiorese Vieira 《Measurement in physical education and exercise science》2018,22(4):310-321

This study investigated adaptation and the psychometric properties of the Portuguese version of the Youth Experience Survey for Sport (P-YES-S). Translators, professors, and athletes participated. Athletes between 14 and 18 years were recruited. The instrument was the P-YES-S. Content validity was assessed by coefficients of content and kappa, while Cronbach’s alpha was used for internal consistency analysis and intraclass correlation for temporal stability. Exploratory and confirmatory factorial analyses were conducted to test the construct validity of the instrument. Discriminant validity was assessed by comparing the Average Variance Extracted (AVE) with the squared correlation between factors. Results showed acceptable levels for content validity, internal consistency, temporal stability, concurrent validity, and construct validity. The acceptable model was: X²/df = 1.54, GFI = 0.93, CFI = 0.92; AGFI = 0.92, TLI = 0.91, AIC = 414.63, BIC = 610.93, MECVI = 1.41 and RMSEA = 0.0.04, p = 0.03. The adaptation process produced an instrument with 22 items and the dimensions of Personal and Social Skills, Cognitive Skills, Initiative Experiences, and Negative Experiences.  相似文献   

Innovation and network multiplexity: R&D and the concurrent effects of two collaboration networks in an emerging economy     

Mariana Giovanna Andrade Rojas  Edgar Rogelio Ramirez Solis  John JianJun Zhu 《Research Policy》2018,47(6):1111-1124

This study focuses on the multiplexity of firm R&D networks, and it investigates two types of boundary-spanning networks: the bipartite network between firms and government-sponsored institutions (GSIs), and the traditional firm–firm network. We apply a social network perspective to examine the effects that these kinds of networks have on firm innovativeness, in relation to the effects of the firm’s internal R&D efforts. We define the firm-GSI network as bipartite, and we investigate how the structural characteristics of this network (cohesion and centrality) affect innovativeness. We then decompose the innovational effects of firm–firm networks into two categories (intra- and inter-sector) to distinguish the effects of these collaboration networks. Furthermore, we investigate how these various external collaborative networks interact with a firm’s internal R&D efforts for driving innovativeness. Our empirical study of 420 manufacturing firms in Mexico evaluates evidence from surveys and secondary data. The findings indicate that the structural properties of both firm–GSI and firm–firm networks have positive effects on innovativeness, but firm–GSI network cohesion has a stronger negative interaction with R&D in influencing firm innovativeness. Moreover, intra-sector centrality in a firm–firm network has a stronger negative interaction with R&D than inter-sector centrality does in driving firm innovativeness. We contribute to the literature by integrating insights from the perspectives of network multiplexity, social embeddedness, and resource complementarity in regard to inter-organizational behavior. Our study also provides meaningful guidelines for both managers and policy makers. The study’s findings are robust to concerns of common method bias and alternative model specifications.  相似文献   

American adults' knowledge of exercise recommendations     

Morrow JR  Krzewinski-Malone JA  Jackson AW  Bungum TJ  FitzGerald SJ 《Research quarterly for exercise and sport》2004,75(3):231-237

Physical inactivity is a major risk factor for cardiovascular disease, stroke, hypertension, diabetes, obesity, osteoporosis, and some cancers. Approximately 950,000 Americans die annually from cardiovascular diseases. The purpose of this study was to determine whether American adults know which traditional and lifestyle physical activities affect health and how they should be physically active to achieve a health benefit. Secondary purposes were to determine whether this knowledge is a function of gender, ethnicity, education, or age and if those who are sufficiently active for a health benefit possess different knowledge levels than those not sufficiently active for a health benefit. Items based on the Centers for Disease Control and Prevention/American College of Sports Medicine principles included knowledge of exercise guidelines and traditional and lifestyle physical activities. This information was obtained from 20 questions that were part of a national random telephone survey of 2,002 American households in the 48 contiguous states and the District of Columbia. Respondents were most aware of traditional physical activities (M = 94%) that provide a health benefit and less aware of specific exercise guidelines (M = 68%) and lifestyle physical activities (M = 71%) that can result in a health benefit. Knowledge was not related to physical activity behavior sufficient for a health benefit and only slightly related to ethnicity, education, and age. These data suggest that physical activity knowledge alone is not sufficient to elicit a behavior; however, it provides educators with an understanding of the public's physical activity knowledge that could be helpful in developing health promotion and physical activity interventions.  相似文献   

A cross-cultural study of learning behaviours in the classroom: from a thinking style perspective     

Hongyu Cheng  Heidi L. Andrade  Zheng Yan 《教育心理学》2011,31(7):825-841

Chinese students were often portrayed as passive learners in the classroom, whereas their American peers have been viewed as active learners. This study was designed to examine and explain the distinct learning behaviours in the classroom between these two student groups in relation to thinking style. Surveys of learning behaviours and thinking styles were administered to three samples, American students (n?=?129), Chinese students in China (n?=?134) and Chinese students in the USA (n?=?121). The results of the study revealed that American students reported higher activity level in the classroom and tended to be analytic in thinking style, while Chinese students, both in China and in the USA, reported lower activity level in the classroom, and were inclined to be holistic in thinking style. Furthermore, the thinking style variable was found to mediate the relationship between cultural group and learning behaviour, suggesting that thinking style might partially explain the distinct learning behaviours presented by American and Chinese students.  相似文献   

From Peasant to Princess: A Standards Conversion Story with a Twist     

Jeanette M. Grover  Eula Ewing Monroe  James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86

The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.

Eula Ewing MonroeEmail:

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A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital     

Jeanette Maritz  Paul Prinsloo 《高等教育研究与发展》2015,34(5):972-985

The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need for novice supervisors to understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individual habitus of the supervisor in relation to the doxa of the field.  相似文献   

Accuracy in student self-assessment: directions and cautions for research     

Gavin T.L. Brown  Heidi L. Andrade  Fei Chen 《Assessment in Education: Principles, Policy & Practice》2015,22(4):444-457

Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the validity of assessment interpretations, and research into the human ability to self-evaluate work raises concerns about the quality of students’ judgements, it is sensible to investigate the accuracy of students’ self-assessments. This article reviews relevant literature from educational psychology and psychometrics to define the need for a better understanding of accuracy in self-assessment as well as to identify possible pitfalls in measuring accuracy that could undermine its effectiveness by, for example, trading the focus on formative feedback for summative scoring or rating. The article concludes with recommendations for the design of research on accuracy in self-assessment.  相似文献   

The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course          下载免费PDF全文

Jeanette Andrade  Wen‐Hao David Huang  Dawn M. Bohn 《Journal of Food Science Education》2015,14(4):127-135

The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).  相似文献   

Newton and Colour: the Complex Interplay of Theory and Experiment     

Martins  Roberto De Andrade  Celestino  Cibelle 《Science & Education》2001,10(3):287-305

The general aim of this paper is to elucidate some aspects of Newton's theory of light and colours, specially as presented in his first optical paper of 1672. This study analyzes Newton's main experiments intended to show that light is a mixture of rays with different refrangibilities. Although this theory is nowadays accepted and taught without discussion it is not as simple as it seems and many questions may arise in a critical study. Newton's theory of light and colour can be used as an example of the great care that must be taken when History of Science is applied to science teaching. An inadequate use of History of Science in education may convey to the students a wrong conception of scientific method and a mythical idea of science.  相似文献