A Framework for Aligning Instructional Design Strategies with Affordances of CAVE Immersive Virtual Reality Systems     

Leah T. Ritz  Alan R. Buss 《TechTrends》2016,60(6):549-556

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Predicting First Graders’ Social Competence from Their Preschool Classroom Interpersonal Context     

Asha Leah Spivak  Dale C. Farran 《Early education and development》2016,27(6):735-750

Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students’ social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the preschool year and quantified teacher and student behaviors. Preschool and 1st-grade teachers provided reports of children’s social behavior. First-grade teachers also assessed children’s problem behaviors. Multilevel analyses indicated that at the end of 1st grade, students who experienced preschool settings with teachers who displayed more approving behavior, less disapproving behavior, and more positive emotional tone showed significant gains in positive social behavior and lower rates of problem behavior, even after students’ social skills at preschool entry were controlled. Greater gains in positive social behavior and fewer problem behaviors in 1st grade were also predicted by immersion in preschool classrooms that had more positive and cooperative interactions among peers. Practice or Policy: Universal preschool is a policy under consideration nationally and locally, with social competence often listed as an important goal. This study indicates that even in the absence of a particular social-emotional curriculum, preschool teachers’ behaviors and interactions among their students may have lasting implications for children’s social development.  相似文献   

Science Education in U.S. Natural History Museums: A Historical Perspective     

Melber  Leah M.  Abraham  Linda M. 《Science & Education》2002,11(1):45-54

The role of education in United States natural historymuseums has a long andchanging history. The past century and a half has broughtchanges not only inhow the role of education in museums is viewed, but in therelevance it playsin overarching institutional decisions. As the educationalrole of natural historymuseums evolves, so do the ways in which education of thepublic on suchconcepts as the very nature of science is carried out inthese institutions. Lookingat past trends and future challenges will assist with theidentification of the role ofeducation in the natural history museum of the new millennium.  相似文献   

Teachers Speak Out on Assessment Practices   总被引：1，自引：0，他引：1  

Shannan McNair  Ambika Bhargava  Leah Adams  Sally Edgerton  Bess Kypros 《Early Childhood Education Journal》2003,31(1):23-31

A 1997 statewide survey of Michigan teachers, administrators, and parents about assessment practices revealed that all 3 groups held similar views about what constitutes appropriate assessment in the early years, and they put little faith in test scores. This study reports on follow-up interviews aimed at determining the types, frequency, and utility of assessment techniques used by classroom teachers. Specifically, this study focused on the types of assessment techniques used by a sample of elementary teachers, including how often they use paper-and-pencil tests, how often they write observation notes and what they do with the notes, whether they use children's portfolios as assessment, and whether their teaching is influenced by mandated tests. Study findings revealed that paper and pencil tests were regularly used by teachers in grades 3 and 4 (92%), and rarely or occasionally used by the teachers below that level (16% rarely and 20% occasionally). Seventy-three percent of the early level teachers and 76% of the teachers in grade 3 and 4 used observation for summative rather than formative analysis. Teachers in both groups used checklists frequently, primarily for summative purposes. Portfolios, like other assessment tools, are used primarily for summative rather than formative purposes.  相似文献   

#5: Non-Supine (e.g., Upright or Side-Lying) Positions for Birth   总被引：1，自引：0，他引：1       下载免费PDF全文

Keen R  Difranco J  Amis D  Albers L 《The Journal of perinatal education》2004,13(2):30-34

In this position paper—one of six care practice papers published by Lamaze International and reprinted here with permission—the benefit of non-supine positions for birth is discussed and presented as an evidence-based practice that helps promote, protect, and support normal birth. The paper is written for childbearing women and their families. Upright and gravity-neutral positions facilitate rotation and descent of the baby and result in reduced duration of second stage, a reduction in episiotomies, and fewer abnormal fetal heart rate patterns. The accompanying commentary—written by a leading proponent of maternity care—supports these benefits. Lamaze International recommends that laboring women not push until they feel an urge to do so, and that they choose positions for birth that are most comfortable for them.  相似文献   

Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach     

Yanghee Anna Kim  Sohyun An  Hyun Chu Leah Kim  Jihye Kim 《The Journal of educational research》2018,111(2):127-138

The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities.  相似文献   

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities     

Jaana Juvonen  Leah M. Lessard  Ritika Rastogi  Hannah L. Schacter  Danielle Sayre Smith 《教育心理学家》2019,54(4):250-270

The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, and so on. We argue that to be able to facilitate inclusion (acceptance by peers, cross-group friendships), educators and school administrators need to be aware of group and interpersonal dynamics. They must also comprehend how some common school practices highlight differences and segregate students in ways that further promote divisions and reinforce negative stereotypes. We propose proactive school-based practices as “built-in” preventions to increase social inclusion. Also, relevant intervention approaches are reviewed. To conclude, we discuss teacher education and professional development and make recommendations for future research.  相似文献   

Salivary biomarker levels and diurnal variation: associations with medications prescribed to control children's problem behavior   总被引：2，自引：1，他引：1  

Hibel LC  Granger DA  Cicchetti D  Rogosch F 《Child development》2007,78(3):927-937

This study examined associations between medications prescribed to control children's problem behaviors and levels of, and diurnal variation in, salivary cortisol (C), testosterone (T), and dehydroepiandrosterone (DHEA). Saliva was collected in the morning, midday, and afternoon from 432 children ages 6-13 years. Relative to a no-medication comparison group, children taking (1) antipsychotics had higher DHEA levels and flat C diurnal rhythms, (2) Ritalin or Adderall had flat T diurnal rhythms, (3) Concerta had higher T and DHEA levels, (4) antidepressants had flat DHEA diurnal rhythms, and (5) hypotensives had flat DHEA diurnal rhythms and higher T levels. Medications prescribed to control children's problem behaviors should be monitored in studies of the endocrine correlates and consequences of developmental psychopathology.  相似文献   

Strategic approaches to civic responsibility: The essential role of cocurricular events     

Courtney H. Thornton  Michael T. Tarrant  Leah S. Williams 《About Campus》2009,14(4):2-7

Do cocurricular events on your campus reach their potential for developing students' sense of civic responsibility? The authors make four recommendations for making student learning the focus of these activities.  相似文献   

The Information Environment and Universal Service     

Leah A. Lievrouw 《The Information Society》2000,16(2):155-159

This essay focuses on universal service and the Internet as means to support social and political participation. The emphasis on access to telecommunications systems in conventional approaches to universal service is contrasted with access to content. A model of the information environment is described that accounts for the roles of content and conduit, both of which are necessary conditions to achieve true access. A method is outlined for employing information indicators to observe or measure the information environment.  相似文献