Methods and preliminary results     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):15-32

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Home and preschool learning environments and their relations to the development of early numeracy skills   总被引：1，自引：0，他引：1  

Yvonne Anders  Hans-Günther RossbachSabine Weinert  Susanne EbertSusanne Kuger  Simone LehrlJutta von Maurice 《Early childhood research quarterly》2012

This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement—particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.  相似文献   

Inductive Selectivity in Children's Cross-Classified Concepts     

SP Nguyen 《Child development》2012,83(5):1748-1761

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Trajectories of change in university students’ general views of group work following one single group assignment: significance of instructional context and multidimensional aspects of experience     

Marold Wosnitza  Simone Volet 《European Journal of Psychology of Education - EJPE》2014,29(1):101-115

This paper examines how distinct trajectories of change in students’ general views of group work over the duration of one single group assignment could be explained by multidimensional aspects of their experience and the overall instructional context. Science (336) and Education (377) students involved in a semester-long group assignment completed questionnaires at the beginning and end of their assignment. Individual and group level analyses provided evidence of change in general views of group work for over half of students and one third of the groups. Students’ multidimensional experience of their group assignment was investigated in terms of its cognitive, motivational, affect, interpersonal, management, and assessment aspects. Change in general views of group work could be explained by different aspects, which varied depending on the overall instructional context and whether change was toward more positive or more negative views. Overall, the findings highlight the significance of affect in students’ experience of group work and the influence of enabling or inhibiting features of instructional contexts. The criticality of distinguishing between different experiential aspects of group work and examining the nature of students’ experience in relation to the characteristics of the instructional context was demonstrated. Understanding what triggers change in students’ general views of group work is important as these views are expected to have a major impact on the quality of subsequent engagement in group activities.  相似文献   

I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed,non-traditional areas of work     

Christine Bieri Buschor  Christa Kappler  Andrea Keck Frei  Simone Berweger 《Gender and education》2014,26(7):743-758

The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'.  相似文献   

British Communications     

Simone Donnelly 《Communication Booknotes Quarterly》2013,44(6):131-134

THE MASS MEDIA AND POWER IN MODERN BRITAIN by John Eldridge, Jenny Kitzinger and Kevin Williams (Oxford, England: Oxford University Press “Oxford Modern Britain”; series, 1997—£8.99, paper, ISBN 0–19–878171–7, 199 pp., photos, bibliography, index)

A JOURNALIST'S GUIDE TO SOURCES by David Spark (Jordan Hill, England/Newton, MA: Focal Press “Journalism Media Manual”; series, 1997—$28.95, paper, ISBN 0–240–51470‐X, 398 pp., appendices, index)

CREATING LOCAL TELEVISION: LOCAL AND COMMUNITY TELEVISION UNDER THE RESTRICTED SERVICES LICENSE by Dave Rushton (Luton, England: University of Luton Press/John Libbey Media, 1997—about $16.00, paper, ISBN1–89940–501–1, 96 pp. Diagrams, appendix)

THE PRESS AS PUBLIC EDUCATOR by Colin Lacey and David Longman (Luton, England: University of Luton Press/John Libbey Media, 1997—about $28, paper, ISBN 1–86020–536–4, 236 pp., tables, charts, bibliography, index)

MEDIA, CULTURE AND THE ENVIRONMENT by Alison Anderson (London: UCL Press/New Brunswick, NJ: Rutgers University Press, 1997—$50/17.95, ISBN 0–8135–2394‐X hard, 0–8135–2395–8 paper, 236 pp., photos, diagram, references, index)  相似文献   

Engaging MSW Students in Faculty Research: Students’ Perspectives of Involvement in a Program Evaluation     

Rebecca L. Thomas  Christina M. Chiarelli-Helminiak  Kyle Barrette  Brunilda Ferraj 《Journal of Teaching in Social Work》2013,33(3):275-288

Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the “abstract world” of research concepts with the “real world” of professional experiences. This article describes the experiences of graduate social work students involved in a process and outcome evaluation of a community-based program. Analysis of student learning outcomes and the team-based model used to engage students in the evaluation are provided to put forth a paradigm of teaching social work research through direct, supervised, and collaborative engagement.  相似文献   

Children Learning to Explain Daily Celestial Motion: Understanding astronomy across moving frames of reference     

Julia D. Plummer  Kyle D. Wasko  Cynthia Slagle 《International Journal of Science Education》2013,35(14):1963-1992

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Relational Framing Theory: Utterance Form and Relational Context as Antecedents of Frame Salience     

Rachel M. McLaren  James Price Dillard  Kyle James Tusing  Denise Haunani Solomon 《Communication quarterly》2013,61(5):518-535

Using relational framing theory, this article examines the influence of utterance type and relational context on the salience of relational frames. The authors report the results of two studies that used scenarios to manipulate utterance form and information about the relationship between interactants. Participants rated the relevance of dominance-submissiveness and affiliation-disaffiliation frames to interpreting the hypothetical interactions. Results showed that judgments of dominance-submissiveness frame salience were sensitive to variations in utterance type and relational context, but the results were mixed for the affiliation-disaffiliation frame. The authors discuss the implications for relational framing theory and the possibility of an affiliation bias.  相似文献   

Effects of purposeful soccer heading on circulating small extracellular vesicle concentration and cargo     

Eric R. Muoz  Jaclyn B. Caccese  Brittany E. Wilson  Kyle T. Shuler  Fernando V. Santos  Carolina T. Cabn  John J. Jeka  Dianne Langford  Matthew B. Hudson 《运动与健康科学(英文)》2021,10(2):122-130

BackgroundConsidering the potential cumulative effects of repetitive head impact (HI) exposure, we need sensitive biomarkers to track short- and long-term effects. Circulating small extracellular vesicles (sEVs) (<200 nm) traffic biological molecules throughout the body and may have diagnostic value as biomarkers for disease. The purpose of this study was to identify the microRNA (miRNA) profile in circulating sEVs derived from human plasma following repetitive HI exposure.MethodsHealthy adult (aged 18–35 years) soccer players were randomly assigned to one of 3 groups: the HI group performed 10 standing headers, the leg impact group performed 10 soccer ball trapping maneuvers over 10 min, and the control group did not participate in any soccer drills. Plasma was collected before testing and 24 h afterward, and sEVs were isolated and characterized via nanoparticle tracking analysis. Next-generation sequencing was utilized to identify candidate miRNAs isolated from sEVs, and candidate microRNAs were analyzed via quantitative polymerase chain reaction. In silico target prediction was performed using TargetScan (Version 7.0; targetscan.org) and miRWalk (http://mirwalk.umm.uni-heidelberg.de/) programs, and target validation was performed using luciferase reporter vectors with a miR-7844-5p mimic in human embryonic kidney (HEK) 293T/17 cells.ResultsPlasma sEV concentration and size were not affected across time and group following repetitive HI exposure. After 24 h, the HI read count from next-generation sequencing showed a 4-fold or greater increase in miR-92b-5p, miR-423-5p, and miR-24-3p and a 3-fold or greater decrease in miR-7844-5p, miR-144-5p, miR-221-5p, and miR-22-3p. Analysis of quantitative polymerase chain reaction revealed that leg impact did not alter the candidate miRNA levels. To our knowledge, miR-7844-5p is a previously unknown miRNA. We identified 8 miR-7844-5p mRNA targets: protein phosphatase 1 regulatory inhibitor subunit 1B (PPP1R1B), LIM and senescent cell antigen-like domains 1 (LIMS1), autophagy-related 12 (ATG12), microtubule-associated protein 1 light chain 3 beta (MAP1LC3B), integrin subunit alpha-1 (ITGA1), mitogen-activated protein kinase 1 (MAPK1), glycogen synthase kinase 3β (GSK3β), and mitogen-activated protein kinase 8 (MAPK8).ConclusionCollectively, these data indicate repetitive HI exposure alters plasma sEV miRNA content, but not sEV size or number. Furthermore, for the first time we demonstrate that previously unknown miR-7844-5p targets mRNAs known to be involved in mitochondrial apoptosis, autophagy regulation, mood disorders, and neurodegenerative disease.  相似文献