Assessing the play beliefs of African American mothers with preschool children   总被引：1，自引：0，他引：1  

Livy M. Fogle  Julia L. Mendez   《Early childhood research quarterly》2006,21(4):507-518

A rating scale measuring parent beliefs about play was developed and validated with a sample of 224 African American mothers of children attending Head Start. Principal components analyses of the Parent Play Beliefs Scale (PPBS) revealed two factors, Play Support and Academic Focus, which capture parent attitudes regarding the developmental significance of play. Maternal ratings of Play Support correlated positively with ratings of children's interactive peer play and were positively associated with parent education. Maternal ratings of Academic Focus were negatively correlated with prosocial peer play ratings and positively correlated with ratings of disruptive and disconnected play in children. Findings support the psychometric utility of the new measure. Future directions involving parent play beliefs in conceptual models of children's social competence during early childhood are discussed.  相似文献   

Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms     

Williams  Tory  Singer  Jonathan  Krikorian  Jacqueline  Rakes  Christopher  Ross  Julia 《Journal of Science Education and Technology》2019,28(3):179-194

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.

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Defending Constructivism in Science Education     

Gil-Pérez  Daniel  Guisasola  Jenaro  Moreno  Antonio  Cachapuz  Antonio  Pessoa De Carvalho  Anna M.  Martínez Torregrosa  Joaquín  Salinas  Julia  Valdés  Pablo  González  Eduardo  Gené Duch  Anna  Dumas-Carré  Andrée  Tricárico  Hugo  Gallego  Rómulo 《Science & Education》2002,11(6):557-571

After an impressive development throughout the last two decades, supported by a greatamount of research and innovation, science education seemed to be becoming a newscientific domain. This transformation of Science Education into a specific field of researchand knowledge is usually associated with the establishment of what has been called anemergent consensus about constructivist positions. However, some voices have begunto question these constructivist positions and therefore the idea of an advancementtowards a coherent body of knowledge in the field of science education. The goalof this work is to analyse some of the current criticisms of the so-called constructivistorientations and to study their implications for the development of science education asa coherent body of knowledge.  相似文献   

Video self-modelling: an intervention for children with behavioural difficulties     

Helen Regan  Julia Howe 《Educational Psychology in Practice》2017,33(1):93-102

There has recently been a growth in interest in the use of video technology in the practice of educational psychologists. This research explores the effects of a video self-modelling (VSM) intervention on the behaviours of a child in mainstream education using a single case study design set within a behaviourist paradigm. VSM is a behavioural intervention that requires the participant, in this instance a six year old boy, to view a short video of himself engaging in target behaviours. Baseline and post-intervention data were collected through classroom-based observations by the researcher in order to monitor the frequencies of the target behaviours and to evaluate the effectiveness of the VSM intervention. The participant demonstrated higher frequencies of target behaviours following the intervention. The results suggest that VSM is a promising method for educational psychologists to use as a proactive approach with pupils in educational settings to improve target behaviours.  相似文献   

Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text     

Hebert  Michael  Bazis  Pamela  Bohaty  Janet J.  Roehling  Julia V.  Nelson  J. Ron 《Reading and writing》2021,34(7):1711-1740

Reading and Writing - Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing...  相似文献   

How does national culture affect the teaching style in higher education and what are the implications for the student experience?     

Hecht  Julia  Kahrens  Marion 《Tertiary Education and Management》2021,27(2):107-127

Tertiary Education and Management - One of the effects of globalization in Higher Education is that teachers in institutions and faculties increasingly come from diverse cultural backgrounds. This...  相似文献   

E-culture of Russian students: Socio-cultural differentiation     

Kargapolova  Ekaterina Vladimirovna  Novikov  Andrey Vadimovich  Kargapolov  Stanislav Viktorovich  Koshkin  Andrey Petrovich  Davydova  Julia Aleksandrovna 《Education and Information Technologies》2021,26(3):3497-3512

Education and Information Technologies - Electronic culture constitutes a new form of social adjustment in the digital era. Our study aims to reveal socio-cultural differentiation in the social...  相似文献   

Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study     

Cunha  Jennifer  Rosário  Pedro  Núñez  José Carlos  Vallejo  Guilherme  Martins  Juliana  Högemann  Julia 《Metacognition and Learning》2019,14(2):89-129

Metacognition and Learning - The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and...  相似文献   

Time and the structuring of ritual performance in the xenotransplantation debate     

Bickford J  Mather C  Fleising U 《Public understanding of science (Bristol, England)》2005,14(3):235-247

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Intelligence, parental depression, and behavior adaptability in deaf children being considered for cochlear implantation     

Kushalnagar P  Krull K  Hannay J  Mehta P  Caudle S  Oghalai J 《Journal of deaf studies and deaf education》2007,12(3):335-349

Cognitive ability and behavioral adaptability are distinct, yet related, constructs that can impact childhood development. Both are often reduced in deaf children of hearing parents who do not provide sufficient language and communication access. Additionally, parental depression is commonly observed due to parent-child communication difficulties that can lead to parents' feelings of inadequacy and frustration. We sought to assess whether adaptive behavior in deaf children was associated with nonverbal intelligence and parental depression. Parents of precochlear implant patients seen for neuropsychological assessment were administered the Parenting Stress Index and Vineland Behavior Adaptive Scales to obtain measures of parental distress and child's behavioral adaptability. Precochlear implant patients' cognitive functioning was assessed via the Mullen Scales of Early Learning or the Leiter International Performance Scale-Revised, depending on the child's age at the time of testing. Regardless of age or neurological status, the deaf child's adaptive behavior consistently showed a strong relationship with intelligence. Moderate correlation between parental depression and the child's adaptive behavior was observed only in the younger group. The relationship between parental depression and communication subscale was moderated by intelligence for deaf children without neurological complications. The findings provide important implications for promoting family-centered interventions with early communication and language development.  相似文献