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31.
Paul Kim Teresita Hagashi Laura Carillo Irina Gonzales Tamas Makany Bommi Lee Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically
complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California,
Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data
were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children
recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement
literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors
possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously
lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than
urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest
in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers
or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology
adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal
migratory nature of most families in this unique geographical region are also discussed to benefit future studies. 相似文献
32.
The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges
to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher
concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices
and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although
there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement
in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are
discussed in the context of future research directions to help facilitate kindergarten transitions for young children with
disabilities. 相似文献
33.
Laura Rantavuori 《International Journal of Early Years Education》2018,26(4):422-435
ABSTRACTA successful transition from preschool to school demands continuity in education between the institutions: continuity in pedagogy, values and institutional structures. One way to achieve continuity is to learn how to do boundary work in the borderline of two activity systems. This article examines what kinds of discourses frame the problem-solving process in the context of inter-professional collaboration. The data consists of video-recorded, inter-professional discussions in the 2012–2013 (a total of 22.5?h). The project, called Flexible Preschool and School, aims to develop a new model for a smooth transition to school. In the project, professionals from preschool and school create joint activities and co-teaching, which is assumed to bridge the gap between pedagogies and assure the continuity of learning. The professionals’ cultural thoughts in different kinds of problem-solving situations become visible in the discourses produced in the talk. These discourses describe their capacity for solving shared problems. Creating new innovations demands an understanding that complex problems require diverse knowledge. Considering the shared knowledge as valuable enough to put into practice is the way to create new forms of problem-solving. This is implemented by taking on the responsibility to be an active actor. 相似文献
34.
35.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
36.
Perception of sign language and its application to visual communications for deaf people 总被引:1,自引:0,他引:1
Video communication systems for deaf people are limited in terms of quality and performance. Analysis of visual attention mechanisms for sign language may enable optimization of video coding systems for deaf users. Eye-movement tracking experiments were conducted with profoundly deaf volunteers while watching sign language video clips. Deaf people are found to fixate mostly on the facial region of the signer to pick up small detailed movements associated with facial expression and mouth shapes. Lower resolution, peripheral vision is used to process information from larger, rapid movements of the signer in the video clips. A coding scheme that gives priority to the face of the signer may be applied to improve perception of video quality for sign language communication. 相似文献
37.
Martha Putallaz Laura Hellstern Blair H. Sheppard Christina L. Grimes Kimberly A. Glodis 《Early education and development》1995,6(4):433-447
The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed. 相似文献
38.
Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being
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Keith A. Crnic Cameron L. Neece Laura Lee McIntyre Jan Blacher Bruce L. Baker 《Child development》2017,88(2):436-445
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized. 相似文献
39.
Laura D. Stanley 《The Information Society》2003,19(5):407-416
Research consistently indicates that Latinos and African-Americans are less likely to own and use computers than either Caucasians or Asians. While conventional wisdom holds that high computer costs and lack of access are the primary reasons for this discrepancy, my ethnographic research with 100 low-income adults reveals three non-cost-related psychosocial obstacles that significantly undermine motivation for acquiring computer skills: “relevance,” “fear,” and “self-concept.” My research thus suggests that a more complex relationship exists between ethnicity, identity, and attitudes associated with computers than previously examined; this relationship may better explain why some people are choosing not to use computers at this time. My research also indicates that while community technology centers (CTCs) play an important role in helping adults overcome their resistances and achieve computer literacy, they are presently an underutilized resource—less than 5% of San Diegans use them to meet their computing needs. Hence, my research also questions why more residents do not avail themselves of these community resources. I conclude that efforts to increase computer literacy in underserved communities must go beyond physical access and connectivity and consider the role of cultural factors. 相似文献
40.
A positive, nonjudgmental, and informed approach to sexual health during pregnancy promotes acceptance of the normal functioning of women's bodies. It also encourages the development of close and supportive relationships that are so essential during pregnancy and birth. Common concerns do not need to become problems. Concerns include issues of libido, positioning, and preterm labor or fetal health, as well as myths and cultural attitudes. Childbirth educators can use tools such as the PLISSIT model to approach the topic of sexuality during pregnancy. In addition, opportunities are available in every childbirth class to acknowledge or ignore sexual issues. Perinatal educators who take responsibility for addressing this often-taboo topic can enhance women's feelings of safety and their confidence in normal birth. 相似文献