Effects of Storybook Reading Style on Comprehension: The Role of Word Elaboration and Coherence Questions     

Katherine Strasser  Antonia Larraín  María Rosa Lissi 《Early education and development》2013,24(5):616-639

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Immediate Effects of a School Readiness Intervention for Children in Foster Care     

Katherine C. Pears  Philip A. Fisher  Hyoun K. Kim  Jacqueline Bruce  Cynthia V. Healey  Karen Yoerger 《Early education and development》2013,24(6):771-791

Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children.  相似文献   

“Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices     

Katherine M. Zinsser  Susanne A. Denham  Timothy W. Curby  Elizabeth A. Shewark 《Early education and development》2013,24(7):899-919

Research Findings: The connections between parents’ emotional competence (emotion expression, regulation, and knowledge) and children’s social–emotional learning (SEL) have been well studied; however, the associations among teachers’ emotional competencies and children’s SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers’ focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children.  相似文献   

Social Pedagogy: Presence,Commitment, Identification and Availability     

Walter de Oliveira  Carmen Montecinos 《Teaching Education》2013,24(2)

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Promoting Self-Directed Learning in Simulation-Based Discovery Learning Environments Through Intelligent Support     

Koen Veermans  Ton de Jong  Wouter R. van Joolingen 《Interactive Learning Environments》2013,21(3):229-255

Providing learners with computer-generated feedback on their learning process in simulation-based discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for discovery learning based on an “opportunistic” learning model that takes the current hypothesis of the learner and the experiments performed to test this hypothesis as input. The method was applied in a simulation–based learning environment in the physics domain of collisions. Additionally, the method was compared to an environment in which subjects received predefined feedback on their hypotheses, not taking the experimentation behavior into account. Results showed that overall both groups did not differ on knowledge acquired. A further analysis indicated that, in their learning processes, the learners in the experimental condition built upon their intuitive knowledge base, whereas the learners in the control condition built upon their conceptual knowledge base. In addition, measures of the learning process showed that the subjects in the experimental condition adopted a more inquiry-based learning strategy compared to the subjects in the control condition. We concluded, therefore, that providing learners with adaptive feedback had a different and beneficial effect on the learning process compared to more traditional predefined feedback.  相似文献   

List of Guest Reviewers—Volume 15     

Tessa H. S. Eysink  Ton de Jong 《学习科学杂志》2013,22(4):583-625

This study compared the affordances of 4 multimedia learning environments for specific learning processes. The environments covered the same domain but used different instructional approaches: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. Although they all promote an active attitude, they differ in the specific learning processes they intend to foster. In earlier research (Eysink et al., 2009 Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M. and Wouters, P. 2009. Learner performance in multimedia learning arrangements: An analysis across instructional approaches. American Educational Research Journal, 46: 1107–1149. [Crossref], [Web of Science ®] , [Google Scholar]), we found that learners involved in self-explanation-based or inquiry learning had the highest learning outcomes. In these approaches learners were required to generate (parts of) the subject matter, from which we concluded that they presumably stimulated learners to elaborate. Therefore, in the present study we expected that learners involved in self-explanation-based or inquiry learning would engage in more learning processes connected to elaboration than would learners involved in hypermedia or observational learning. Forty participants worked through the learning environments while thinking aloud; their protocols were coded using a generic learning processes scheme. Results showed that self-explanation-based learning and inquiry learning led to greater engagement in learning processes in general and more elaborative processes in particular. The results suggest that elaboration is indeed the key process explaining differences in learning across different instructional approaches within multimedia learning environments.  相似文献   

News from the Funding Front: Upcoming Opportunities,Proposals Welcomed     

Helen L. Vasaly  Jose Herrera  Charles H. Sullivan  Katherine J. Denniston 《CBE life sciences education》2013,12(1):1-4

Many life sciences faculty and administrators are unaware of existing funding programs and of the strategies needed for writing an educationally related proposal. We hope to remedy this problem by making the life sciences audience aware of two National Science Foundation programs underutilized by the biology community.This column has been a welcome opportunity to keep the CBE—Life Sciences Education readership aware of national efforts to improve undergraduate education in the life sciences and of ways to become a part of that effort (Woodin et al. 2009 , 2010 , 2012 ; Wei and Woodin, 2011 ). Throughout the years of engagement in the Vision and Change initiative, from the summer of 2007 to the present, the three primary agencies involved, the National Science Foundation (NSF), the National Institutes of Health (NIH), and the Howard Hughes Medical Institute (HHMI), have continually maintained a dialogue with participants through formal and informal conversations, workshops, and meetings. Our shared focus has been on how the life sciences community itself can change biology undergraduate education in order to better reflect and respond to the current educational environment, including the

• rapid advances in the discipline,
• new educational technologies and platforms becoming available,
• evidence developed through research on effective practices in undergraduate education, and
• challenges of accomplishing the necessary changes with the resources available.

As the participants have talked and the funding agencies have listened, it has become clear that many life sciences faculty and administrators are unaware of existing funding programs and of the strategies needed for writing an educationally related proposal. In this column, we hope to remedy this problem (in part) by making the life sciences audience aware of two NSF programs particularly relevant to Vision and Change that appear to be underutilized by the biology community. These are:

• Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program (anticipated Spring of 2013 release), and
• Undergraduate Research Coordination Networks–Undergraduate Biology Education (RCN-UBE) program (next deadline is June 14, 2013).

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A Deliberate Practice Approach to Teaching Phylogenetic Analysis     

F. Collin Hobbs  Daniel J. Johnson  Katherine D. Kearns 《CBE life sciences education》2013,12(4):676-686

One goal of postsecondary education is to assist students in developing expert-level understanding. Previous attempts to encourage expert-level understanding of phylogenetic analysis in college science classrooms have largely focused on isolated, or “one-shot,” in-class activities. Using a deliberate practice instructional approach, we designed a set of five assignments for a 300-level plant systematics course that incrementally introduces the concepts and skills used in phylogenetic analysis. In our assignments, students learned the process of constructing phylogenetic trees through a series of increasingly difficult tasks; thus, skill development served as a framework for building content knowledge. We present results from 5 yr of final exam scores, pre- and postconcept assessments, and student surveys to assess the impact of our new pedagogical materials on student performance related to constructing and interpreting phylogenetic trees. Students improved in their ability to interpret relationships within trees and improved in several aspects related to between-tree comparisons and tree construction skills. Student feedback indicated that most students believed our approach prepared them to engage in tree construction and gave them confidence in their abilities. Overall, our data confirm that instructional approaches implementing deliberate practice address student misconceptions, improve student experiences, and foster deeper understanding of difficult scientific concepts.  相似文献   

Governance and decision‐making in higher education: Comparative aspects     

Leo Goedegebuure  Harry de Boer 《Tertiary Education and Management》2013,19(2):160-169

In this paper, I shall put forward a model which highlights key issues to be taken into account in an attempt to improve academic excellence by the means of human resources management and leadership. Practices at the University of Eastern Finland and elsewhere are used as examples. It is maintained that logical and coherent human resources policies and capable leadership can support and contribute to academic performance and excellence. A key issue is not to interfere too much with active academic work, but still give sufficient support and prerequisites for academic basic tasks.  相似文献   

ICT action school development at Helen Parkhurst Dalton School     

Pieter Hogenbirk  Peter van de Braak 《Education and Information Technologies》2013,18(2):233-243

The paper presents the progress of the action plan for the improvement of the ICT usage at the Helen Parkhurst Dalton School for secondary education in the Netherlands. At the start of the described action period in 2007, the ICT-usage in education was assessed through a review performed by a group of European inspectors. This assessment formed the basis for a continuous development in the school for promoting and improving the usage of ICT to improve the effectiveness of education. We did this by addressing the observed weaknesses with special measures, and continuing the action plans which were already put in place. We kept loyal to our starting point that technology use has to be determined through a strong vision of education and not that technology determines our philosophy as is sometimes the case. It was determined that the curriculum that should drive the learning, not the technology. In 2009 we carried out an intermediate self-evaluation. We established a new vision for school development for the near future. In this vision there was much room for a growing role of ICT usage. Concrete plans for the future were made. In this paper, the third in a row, we will try to assess the full impact of this implementation for teachers, learners and the quality of the teaching and learning process by comparing the assessment of 2007 with a self evaluation on the same indicators in 2011.  相似文献