Forum: A Conversation on ‘Sense of Place’ in Science Learning   总被引：1，自引：0，他引：1  

Joe L. Kincheloe  Elizabeth McKinley  Miyoun Lim  Angela Calabrese Barton 《Cultural Studies of Science Education》2006,1(1):143-160

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The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs     

Tara B. Blackshear  Andrea T. Barton  Jennifer Moxley 《Quest (Human Kinetics)》2019,71(1):21-41

The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs.  相似文献   

The effect of knowledge of correct results per item on verbal learning and retention     

Len F. W. De Klerk Jr.  Len De Klerk Sr. 《Instructional Science》1978,7(4):347-358

A report of an experiment to measure the effects of both overt and covert responses to educational stimuli with KCR (knowledge of correct results) feedback provided. In most studies of feedback, KCR (or KR) is given as a consequence of an overt response: Stimulus-Response-Feedback. In the case of a covert response, the student constructs his answer but does not react overtly to the presentation of a stimulus item. Forty Ss were randomly assigned to 1 of 4 groups further divided into 1 control group receiving no feedback and 3 groups receiving information (KCR) according to either overt or covert response patterns. A 25-item multiple-choice test was administered 5 times by means of a terminal consisting of a screen and a teletype. Results showed that the covert paradigm was the most effective. The experiment did not demonstrate that the covert process leads to better performance on a test administered later to measure retention. A tentative explanation for this negative result was that the time interval between the provision of feedback and presentation of the next item was of some relevance. A multiple comparison test revealed that the 3 treatment groups performed better than the control group.  相似文献   

A follow-up study of dyslexic boys     

Joan M. Finucci  Linda S. Gottfredson  Barton Childs 《Annals of dyslexia》1985,35(1):117-136

Over 500 men who attended the Gow School, an independent school for boys with developmental dyslexia, were given a follow-up questionnaire from 1 to 38 years after they left the school. More than half had graduated from college; business was the most frequently chosen major in college; most were employed in managerial or related business positions; and their adult reading habits and attitudes did not compare well with those of other men of similar socioeconomic backgrounds. Socioeconomic status and IQ were not predictive of adult outcome among these men in contrast to their effect in the general population. An important result was that severity of the reading problem upon entrance to Gow and the academic and remedial progress of the men while at the school were highly predictive of adult educational, occupational, and attitudinal status. This work was supported by funds from NIH grant HD00486, the Gow School, and the John F. Kennedy Institute.  相似文献   

Cognitive and affective effects of audio-programed electronic feedback and oral teacher feedback     

James E. Morrell  Charles R. Walker  Charles Loughery  Joyce Funk  Glen Ruoff  Barton B. Proger 《Educational technology research and development : ETR & D》1974,22(3):303-315

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A Cultural Perspective on Professional Beliefs of Childcare Teachers     

Yeh?HsuehEmail author  Benjamin?K.?Barton 《Early Childhood Education Journal》2005,33(3):179-186

Preschool is an institution for cultural preservation, which responds to social change. Guided by this assumption, this study used a recent video of Chinese preschool in conjunction with the questionnaire from Preschool in Three Cultures, a study by Joseph Tobin and his colleagues in the 1980s, to examine the cultural and professional beliefs of three groups of U.S. early childhood educators (preservice, inservice non-Head Start, and inservice Head Start). We examined participants’ cultural beliefs, critical comments on the preschool, and group differences in their comments. Results show that participants’ beliefs about necessary qualities for a teacher remained stable from the 1980s in the U.S. But a shift occurred in beliefs about why society needs preschools. More education and longer employment were linked significantly to more critical comments of Chinese practice. There was a marked difference in professional and cultural beliefs by educators’ group affiliations.

Yeh HsuehEmail:

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Whose research? Conflicting agendas for development education research     

David Barton 《International Journal of Educational Development》1995,15(4)

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The International Adult Literacy Survey: What Does It Really Measure?     

Mary Hamilton  David Barton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,25(3):377-389

The paper evaluates the work of the International Adult Literacy Survey as reported in OECD 1997. It assesses its contribution to understanding literacy in terms of the perspective of the New Literacy Studies. It outlines this perspective as a basis for a critique that is mostly concerned with the validity of the test. Three criticisms of the survey are made: that it provides only a partial picture of literacy; that culture is treated as bias; and that the test items do not represent the real-life items as claimed. Finally, the paper concludes with an overall evaluation of what the IALS achieves in terms of its own aims.  相似文献   

A Family Focused Intervention Influences Hippocampal-Prefrontal Connectivity Through Gains in Self-Regulation     

Jamie L. Hanson  Alysha D. Gillmore  Tianyi Yu  Christopher J. Holmes  Emily S. Hallowell  Allen W. Barton  Steven R.H. Beach  Adrianna Galván  James MacKillop  Michael Windle  Edith Chen  Gregory E. Miller  Lawrence H. Sweet  Gene H. Brody 《Child development》2019,90(4):1389-1401

The stressors associated with poverty increase the risks for externalizing psychopathology; however, specific patterns of neurobiology and higher self-regulation may buffer against these effects. This study leveraged a randomized control trial, aimed at increasing self-regulation at ~11 years of age. As adults, these same individuals completed functional MRI scanning (M_age = 24.88 years; intervention n = 44; control n = 49). Functional connectivity between the hippocampus and ventromedial prefrontal cortex was examined in relation to the intervention, gains in self-regulation, and present-day externalizing symptoms. Increased connectivity between these brain areas was noted in the intervention group compared to controls. Furthermore, individual gains in self-regulation, instilled by the intervention, statistically explained this brain difference. These results begin to connect neurobiological and psychosocial markers of risk and resiliency.  相似文献   

Preschool children’s use of meta-talk to make rational collaborative decisions     

Kirstie Hartwell  Silke Brandt  Laura Boundy  Grace Barton  Bahar Köymen 《Child development》2022,93(4):1061-1071

In collaborative decision-making, partners compare reasons behind conflicting proposals through meta-talk. We investigated UK-based preschoolers’ (mixed socioeconomic status) use of meta-talk (Data collection: 2018–2020). In Study 1, 5- and 7-year-old peer dyads (N = 128, 61 girls) heard conflicting claims about an animal from two informants. One prefaced her claim with “I know”; the other with “I think”. Dyads identified the more reliable informant through meta-talk (“She said she knows”). In Study 2, 3- and 5-year-olds (N = 64, 34 girls) searched for a toy with an adult partner making incorrect proposals. Children refuted this through reporting what they had witnessed (It cannot be there because “I saw it move”, “she moved it”). In preschool period, children start using meta-talk to make rational collaborative decisions.  相似文献