Although research documents a key contribution of print skills to early literacy, vocabulary and other language skills also provide an important foundation. Focusing on a sample of several hundred low-income children in 16 urban schools that were implementing literacy interventions, 1st-grade predictors of literacy development were traced over time. Beginning-of-1st-grade letter–word identification and word attack skills were the strongest predictors of reading comprehension at the end of 1st grade. However, vocabulary was the best predictor of reading comprehension at the end of 2nd and 3rd grades. The predictive power of early print-related and phonemic-awareness skills diminished over time, yet vocabulary scores remained an important predictor. Results support an early emphasis on developing meaning skills to prepare low-income children for success in literacy. 相似文献
Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports.
Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program.
Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes.
Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives.
Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports. 相似文献
Robinson, McKay, Katayama, and Fan (Contemporary Educational Psychology, 23, 331–343, 1998) reported that women were underrepresented in terms of authorships, editorial board memberships, and editorships in the field
of educational psychology based on membership trends. More recently, Evans, Hsieh, and Robinson (Educational Psychology Review, 17, 263–271, 2005) reported that women had made gains as editors but had not kept pace with organizational membership in terms of authorships
and editorial board memberships. Our goal in this paper was to further examine women’s participation in educational psychology
journals by extending the datasets of Robinson et al. and Evans et al. The number of female authors per article, particularly those from non-US institutions, has continued to increase. However,
consistent with Evans et al., although females are continuing to make numerical gains in both authorships—both primary and secondary—and editorial board
memberships, their involvement has not kept pace in relation to membership trends. 相似文献
Previous research shows that key parties involved in children's drawing perceive the value and benefits of art and drawing very differently. However such research has been restricted to the examination of children attending mainstream schooling across the UK. The present study therefore compared the views and practices of key parties involved in mainstream and performing arts educational contexts. Teachers and children were interviewed and parents completed a postal survey. Some 225 children, 115 of their teachers and 176 of their parents and carers formed the mainstream school group whilst 180 children, 42 of their teachers and 145 of their parents and carers formed the performing arts school group. Main findings indicated that pupils', parents' and teachers' views about the benefits, and how to support drawing behaviour at school and at home, varied across contrasting educational contexts. In particular, pupils attending arts‐based schools and their teachers valued expressivity over technical support, pupils reported enjoying drawing more, had higher self efficacy and foresaw engaging in the activity beyond their school years more than their mainstream counterparts. The results suggest that mainstream educational contexts could foster drawing behaviour and the related emotional benefits to a greater extent. 相似文献
James Lowry is the Deputy Director of the International Records Management Trust (IRMT). He was the lead researcher on the Aligning Records Management with ICT/e-Government and Freedom of Information in East Africa project, conducted by the IRMT from 2009 to 2011, with funding from the International Development Research Centre.Freedom of Information (FOI) regimes can only be effective if government records are managed well. This article sets out the findings of research conducted in Kenya, Uganda and Tanzania to establish the level of alignment between those governments’ FOI aspirations and their records management readiness for FOI. The article sets out a high-level regulatory framework for the effective management of government records in the ICT/e-government and FOI environments to highlight areas that could be addressed, in order to prepare for FOI in the three countries. 相似文献
Number right (NR) and elimination (EL) scores were analyzed on 48-item college level mathematics exam that was assembled from pretest data in three forms by varying the item orderings: easy-hard, uniform, random. One-half of the forms contained information explaining the item arrangement and suggesting strategies for taking the test. Several anxiety measures were administered in a balanced order along with the experimental forms to 97 undergraduates. Multivariate ANOVA revealed no significant effects of the independent variables (order, knowledge, anxiety condition) on either cognitive dependent measure (NR or EL) (a = .05). Multivariate ANCOVA, using measures of anxiety as multiple covariates, also failed to show any significant influence (a = .05) on the cognitive dependent measures or a set of perceptional dependent measures. Results suggest that neither test scores nor attitudes are influenced by item order, knowledge thereof, or anxiety level, although factors contributing to the non-significance may have been inherent in the research design because of inadequate power and/or student performance motivation.相似文献
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