“They can even make waiting in line fun”: A quantitative content analysis of autistic children's friendship conceptualizations     

Caitlin Malloy  Josephine Cuda  So Yoon Kim  Kristen Bottema-Beutel 《Psychology in the schools》2020,57(6):973-989

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Using National Standards and Models of Excellence as Frameworks for Accountability     

Josephine B. Hayslip  Zark VanZandt 《Journal of Career Development》2000,27(2):81-87

The authors describe several national standards and models of excellence, and demonstrate how two states, Maine and New Hampshire, have integrated these standards and models into their recommendations to school counseling programs for developing and implementing comprehensive career development programs. Emphasis is placed upon three factors: curriculum integration, guidance program evaluation, and accountability to school and community.  相似文献   

Better Movers and Thinkers: An evaluation of how a novel approach to teaching physical education can impact children's physical activity,coordination and cognition     

Andrew Dalziell  Josephine N. Booth  James Boyle  Nanette Mutrie 《British Educational Research Journal》2019,45(3):576-591

This study aimed to identify what impact a novel approach to teaching physical education (PE) had on children's physical activity (PA), coordination and cognition compared to current provision. One hundred and fifty children were recruited from six primary schools in Scotland. Outcome measures were the Cognitive Assessment System, the Physical Activity Habits Questionnaire for Children and fundamental locomotor skills (crawling, creeping, marching and skipping). Pre-, post- and 6-month follow-up testing was conducted and data analysed comparing a control and an intervention group. Each group received 2 hours of PE each week during the 16-week intervention. Current provision in PE was delivered in the control group and a Better Movers and Thinkers approach to PE delivered in the intervention group. Significant effects of intervention relative to the control group were identified in cognition (p ≤ 0.001, d = 0.76) and coordination (p ≤ 0.001, d = 0.97). No significant effects of intervention were identified for PA (p ≤ 0.200, d = 0.24). The improvement in the outcome measures remained at the 6-month follow-up testing. The present study has identified cognitive and coordination improvements as a result of a novel PE intervention with benefits maintained 6 months later. This supports the need for modification in current PE provision to optimise the potential for learning across the curriculum.  相似文献   

Perceptions of Helpfulness of Teachers in Didactic Courses          下载免费PDF全文

Randall M. Moate  Jane A. Cox  Steven R. Brown  Erin M. West 《Counselor Education & Supervision》2017,56(4):242-258

Thirty‐five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.  相似文献   

Voicing the challenges faced by an innovative teacher community     

Josephine Moate 《Teachers and Teaching》2013,19(2):255-268

This research draws on sociocultural theories of learning and activity theory to explore the challenges faced by an innovative community of teachers in Central Finland. The aim of the teacher community was to develop a stream of foreign‐language (FL)‐mediated teaching and learning in the locality from kindergarten to upper secondary level. To achieve this goal, the teachers needed to form coherent groups within the member schools, as well as between the schools. The aim of this research is to give voice to the challenges identified by the teachers and in so doing give voice to the teacher community itself. Recognising the voice of this community also contributes to a broader conceptualisation of teachers and teaching both within and beyond the classroom. The data were gathered during a number of community activities and thematically analysed to identify recurring challenges the participants identified and encountered. The challenges became manifest in both the talk and activities of the community. The positive teacher responses to the community highlighted the value of this kind of interaction for often isolated teacher practitioners. The wealth of data also produced through these activities suggests that further exploration and development of teacher activity outside of the classroom would be a worthwhile endeavour.  相似文献   

Study factors and their impact on military school performance measures     

George Seymour  Ray Main  Josephine Randel  Barbara Morris 《Educational technology research and development : ETR & D》1991,39(2):19-28

A 16-dimension survey to assess study skills was designed and administered to 705 students enrolled in five Navy schools. After revision based on reliability analyses, validity analyses were performed at two of the schools by correlating survey responses with test performance measures. At one school, correlations indicated that those students who were more competitive or motivated, had higher concentration or memorization skills, or asked more questions performed significantly better on the most difficult tests in the school. At the second school, using partial correlations to control for student ability, study factors reliably predicted test performance, irrespective of student ability. Multiple regression coefficients of .618 and .379 supported the independent contribution of several study factors to test performance. Selected study skill training resources used by the military are identified and functional research directions are described.The opinions expressed in this research report are those of the authors, are not official, and do not necessarily reflect the views of the U. S. Navy Department. The critical comment on an earlier version of this report by Jack Edwards and three anonymous reviewers is appreciated.  相似文献   

The concept map as a research tool: Exploring conceptual change in biology     

Josephine D. Wallace  Joel J. Mintzes 《科学教学研究杂志》1990,27(10):1033-1052

This study examined the concurrent validity of concept maps as vehicles for documenting and exploring conceptual change in biology. Students (N = 91) who enrolled in an elementary science methods course were randomly assigned to one of two treatment groups. Subjects in both groups were administered a multiple-choice/free-response inventory which assayed their knowledge of “Life Zones in the Ocean,” and then were asked to construct a concept map on the same topic. Those in the experimental group subsequently received 45 minutes of computer-assisted instruction on marine life zones, while those in the control (“placebo”) group received an equivalent exposure to an unrelated topic (“Body Defenses”). Upon completing the instructional sequence, subjects were again administered the “Life Zones” inventory and asked to develop a postinstruction concept map on marine life zones. The data analysis employed a split plot factorial design with repeated measures. Differences among treatment groups were documented by analysis of variance and chi-square procedures. Subjects in the experimental group showed evidence of significant and substantial changes in the complexity and prepositional structure of the knowledge base, as revealed in concept maps. No such changes were found in the control group. Results suggest that concept mapping offers a valid and potentially useful technique for documenting and exploring conceptual change in biology.  相似文献   

Sex preference and body orientation preference in huddling behavior of rat pups     

Richard Deni  Robyn Martin  Jennifer Wheeler Makin  Josephine Longo  Suzanne Andres 《Learning & behavior》1981,9(3):368-370

The social huddling of six litters of rat pups (Rattus norvegicus) was observed on Days 6–9 postpartum without the dam present. Each litter was reduced to three male and three female pups. Thirty-six pups were used as subjects (18 male, 18 female). Tests for the effects of sex of subject, age of subject, sex of littermate huddled against, and body orientation during huddling were carried out. Results indicated that subjects huddled against opposite-sex Uttermates more frequently than against same-sex littermates. Huddling was a curvilinear function of age, with average frequency of huddling reaching a peak on the second day of observation (Day 7 postpartum) and decreasing thereafter. Results also showed that subjects, regardless of sex, huddled using an orientation that allowed their heads to touch more frequently than an orientation in which the head was touching the body of a sibling. These data on early sex preference and body orientation pReferences during huddling suggest that rat pups are competent in aspects of behavior having attachment potential. The findings also help define the age of social competence in this species.  相似文献   

Cultivating imaginative thinking: teacher strategies used in high-performing arts education classrooms     

Josephine Fleming  Robyn Gibson  Michael Anderson  Andrew J. Martin  David Sudmalis 《Cambridge Journal of Education》2016,46(4):435-453

This article reports on recent case-study research that examined teacher- and student-level processes in nine Australian arts classrooms. The selected classrooms, based on the results of a connected longitudinal study, demonstrated strong positive links between arts participation and academic motivation, engagement and achievement. The focus here is on how teachers supported their students to conceive, shape and present imaginative work. Although different approaches were apparent in the dance, drama, film, music and visual arts classrooms, patterns were detected in the processes used to transform imaginative ideas into a creative work. The research indicated that important skills were being developed as the students encountered the ambiguity of the creative process. Furthermore, insights were gained into how work drawing on the imagination can be initiated and sustained through the highs and lows of development to become both a work of art and a learning experience that will augment future creative work.  相似文献   

Results From a Randomized Controlled Trial of the Motheread/Fatheread Early Literacy Intervention: Evidence of Impact in a Rural Community     

Holen K. Hirsh  Melissa K. Richmond  Fred C. Pampel  Shelby S. Jones  Anthony C. Molieri  Josephine Jones 《Early education and development》2019,30(2):216-237

Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children.  相似文献