The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten     

Laura L. Brock  Sara E. Rimm-Kaufman  Lori Nathanson  Kevin J. Grimm 《Early childhood research quarterly》2009,24(3):337-349

Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both ‘cool’ cognitive and ‘hot’ emotional components. This study asks: (a) what are the relative contributions of ‘hot’ and ‘cool’ EF to children's academic achievement? (b) What are the relative contributions of ‘hot’ and ‘cool’ EF to learning-related classroom behaviors and observed engagement? (c) Do learning-related classroom behaviors and observed engagement account for the relation between EF and achievement? For a sample of 173 kindergarteners, cool EF predicted math achievement, learning-related classroom behaviors, and observed engagement. Hot EF did not predict any achievement or behavior outcomes when examined concurrently with cool EF. Children's classroom behavior did not account for the relation between cool EF and math achievement, suggesting cool EF and math performance are directly associated.  相似文献   

#Class Again? How Education Faculty Engage the Disengaged College Student     

Lori Dassa  Michelle Vaughan 《Clearing house (Menasha, Wis.)》2018,91(1):42-45

Technology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology skills, may be overlooked as an essential part of the coursework for preservice teachers. This article presents a synthesized list of available websites and applications for both teacher educators and preservice teachers which can serve as a starting point for technology integration. If faculty can create an environment that honors and assesses the technological skills of their students and commit to understanding how the next generation of learners are using technology to learn, there may be a future impact on the classrooms of those preservice teachers as they start their own careers.  相似文献   

Using the Blended Learning Approach in a Quantitative Literacy Course     

Ryan T. Botts  Lori Carter 《PRIMUS》2018,28(3):236-265

The efforts to improve the quantitative reasoning (quantitative literacy) skills of college students in the United States have been gaining momentum in recent years. At the same time, the blended learning approach to course delivery has gained in popularity, promising better learning with flexible modalities and pace. This paper presents the results of an exploratory study that compares student learning outcomes and student attitudes over several semesters of blended versus traditional delivery in the upper-division quantitative literacy course at Point Loma Nazarene University.  相似文献   

Aerobic exercise and type a behaviour     

Lori A. Schmied  Hannah Steinberg  Tim Moss  Elizabeth A. Sykes 《Journal of sports sciences》2013,31(5):433-445

The Type A behaviour pattern is a well‐documented, if controversial, risk factor for coronary heart disease. Surprisingly, relatively little work has been reported on ways of modifying this behaviour pattern. Aerobic exercise, with its demonstrated benefits for both cardiovascular reactivity and psychological ‘well‐being’, is a promising treatment. The literature is reviewed and recommendations are made for practical applications and future research.  相似文献   

Three strikes and you’re out: culture,facilities, and participation among LGBTQ youth in sports     

Alex Kulick  Laura J. Wernick  Mario Alberto V. Espinoza  Tarkington J. Newman  Adrienne B. Dessel 《Sport, Education and Society》2013,18(9):939-953

ABSTRACT

School-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths’ school athletic experiences: A 40-year content analysis in nine flagship journals. Journal of LGBT Issues in Counseling, 11(3), 190–200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. Journal of Experiential Education, 40(3), 308–322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research.  相似文献   

Circumstances that help or hinder assessment implementation: Results of a national survey     

Jim Nichols  Lori Wolff 《Assessment Update》1992,4(6):5-5

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Singing our song: the affordances of singing in an intergenerational,multimodal literacy programme          下载免费PDF全文

Rachel Heydon  Lori McKee  Susan O'Neill 《Literacy》2018,52(3):128-136

This exploratory case study examined the affordances of singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational programme that served a class of kindergarten children and community elders. The programme that was set up by the study in collaboration with a rural school and elders' organisation saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship‐building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in an elders' home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of data in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and make meaning as a group while combining modes. Study findings foreground the communicative power of singing and suggest how singing, when viewed through a multimodal lens, might be a potent tool for multimodal literacy learning.  相似文献   

Assessing Precollege Science Education Outreach Initiatives: A Funder's Perspective          下载免费PDF全文

Debra A. Felix  Mark D. Hertle  Jill G. Conley  Lori B. Washington  Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195

We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science.  相似文献   

Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher–student Discourse about a Graduate Research Portfolio     

Allyson Fiona Hadwin  Lori Wozney  Oonagh Pontin 《Instructional Science》2005,33(5-6):413-450

This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more sophisticated understandings of the task and content. From a socio-cultural perspective of self-regulation, we examine the transition of self-regulatory control from teacher to graduate student during naturalistic instructional conferences. Three goals included (a) examining teacher–student dialogue about a complex task to see if fading actually occurs, (b) examining whether support and fading of support are calibrated to specific phases of the self-regulatory process at a given point in time, and (c) examining techniques used for scaffolding and fading scaffolding directed toward specific phases and facets (behavioral, cognitive, metacognitive and motivational) of the self-regulatory cycle. Findings support a socio-cultural perspective of SRL demonstrating a transition from teacher to student regulation across phases and facets of SRL. The paper concludes with an examination of how our findings can inform the design of computer-based scaffolds that can support SRL.  相似文献   

Development of standardized clinical training cases for diagnosis of sexual abuse using a secure telehealth application     

Frasier LD  Thraen I  Kaplan R  Goede P 《Child abuse & neglect》2012,36(2):149-155

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