Physical activity at daycare: issues,challenges and perspectives   总被引：1，自引：1，他引：0  

Melissa van Zandvoort  Patricia Tucker  Jennifer D. Irwin  Shauna M. Burke 《Early Years: An International Journal of Research and Development》2010,30(2):175-188

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Using data for decision-making: perspectives from 16 principals in Michigan, USA     

Jianping Shen  Van E. Cooley  Patricia Reeves  Walter L. Burt  Lisa Ryan  J. Mark Rainey  Wenhui Yuan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,56(4):435-456

In response to the vast amounts of data associated with the accountability movement and the rhetoric of data-informed decision-making, we interviewed 16 principals to find out what streams of data they used and what decisions they made by using the data. We found that: (a) student achievement data are predominantly used to the extent of neglecting other streams of data such as student and community background data and school process data; (b) student achievement data are used more for accountability purposes—for assessing “of” rather than “for” the learning; (c) different streams of data are rarely used together to derive rich meaning for decision-making; and (d) school districts differ in the extent to which their principals use data to improve curriculum and instruction. The study pointed both to the challenges and to the opportunities of making data-informed decisions to improve our schools.  相似文献   

Benefits of sign language interpreting and text alternatives for deaf students' classroom learning     

Marschark M  Leigh G  Sapere P  Burnham D  Convertino C  Stinson M  Knoors H  Vervloed MP  Noble W 《Journal of deaf studies and deaf education》2006,11(4):421-437

Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly higher performance by deaf students than the other two conditions, but performance by deaf students in all conditions was significantly below that of hearing peers who saw lectures without any support services. Experiment 2 compared interpreting and two forms of real-time text, C-Print and Communication Access Real-Time Translation, at immediate testing and after a 1-week delay (with study notes). No significant differences among support services were obtained at either testing. Experiment 3 also failed to reveal significant effects at immediate or delayed testing in a comparison of real-time text, direct (signed) instruction, and both. Experiment 4 found no significant differences between interpreting and interpreting plus real-time text on the learning of either new words or the content of television programs. Alternative accounts of the observed pattern of results are considered, but it is concluded that neither sign language interpreting nor real-time text have any inherent, generalized advantage over the other in supporting deaf students in secondary or postsecondary settings. Providing deaf students with both services simultaneously does not appear to provide any generalized benefit, at least for the kinds of materials utilized here.  相似文献   

The Literature, Arts, and Medicine Database from the New York University School of Medicine     

Tomasulo P 《Medical reference services quarterly》2006,25(1):49-57

The Literature, Arts, and Medicine Database is a unique database created and maintained by the New York University School of Medicine, freely available to all on the Web. Focusing on the medical humanities, it provides annotations to over 2,000 works of art such as paintings, poetry, prose, plays, and film. The annotations are written by an eclectic group of scholars that includes physicians, scientists, poets, historians, and critics.  相似文献   

Chaos,poverty, and parenting: Predictors of early language development     

Lynne Vernon-Feagans  Patricia Garrett-PetersMichael Willoughby  Roger Mills-Koonce 《Early childhood research quarterly》2012

Studies have shown that distal family risk factors like poverty and maternal education are strongly related to children's early language development. Yet, few studies have examined these risk factors in combination with more proximal day-to-day experiences of children that might be critical to understanding variation in early language. Young children's exposure to a chronically chaotic household may be one critical experience that is related to poorer language, beyond the contribution of SES and other demographic variables. In addition, it is not clear whether parenting might mediate the relationship between chaos and language. The purpose of this study was to understand how multiple indicators of chaos over children's first three years of life, in a representative sample of children living in low wealth rural communities, were related to child expressive and receptive language at 36 months. Factor analysis of 10 chaos indicators over five time periods suggested two factors that were named household disorganization and instability. Results suggested that after accounting for thirteen covariates like maternal education and poverty, one of two chaos composites (household disorganization) accounted for significant variance in receptive and expressive language. Parenting partially mediated this relationship although household disorganization continued to account for unique variance in predicting early language.  相似文献   

Serving,learning and mentoring through the Big Brothers Big Sisters Program     

StvukamaranThillainatarajan  Glenda Holland  Leonard J. Clark  Sarah Tyman  Karen Marissa Boyd  Patricia Ellerman 《美中教育评论》2010,(12):49-53

This study describes the collaborative partnership between a Big Brothers Big Sisters organization, an elementary school and the College of Education at a public university. The partnership utilized a mentoring system consisting of elementary students, college students, elementary teachers and university faculty. Benefits of the various stakeholders are discussed.  相似文献   

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education     

Elizabeth Shaunessy  Patricia Alvarez McHatton 《The Urban Review》2009,41(5):486-503

Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive feedback was reported by all students in special education as well as males in general and honors education programs, while Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes and feelings about teachers, the educational system, and learning.  相似文献   

Theoretical foundations for enhancing social connectedness in online learning environments   总被引：2，自引：0，他引：2  

Patricia J. Slagter van Tryon  M.J. Bishop 《Distance Education》2009,30(3):291-315

Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face‐to‐face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning environments, however, negotiating social information and maintaining social connectedness can pose challenges for participants. Nonverbal strategies one typically uses for enhancing communication and overcoming ambiguity – such as an approving smile or a questioning brow – must be approached differently while learning online where fewer sensory communication channels are typically available. We present the theoretical foundation for how social information processing and group structure theories may be combined to assist instructional designers in further examining the social system perceived by the online learner. We propose a framework for thinking more systematically about the development of group social structure in online learning environments.  相似文献   

Screening for Asperger syndrome in school‐age children: issues and instruments     

Colin Reilly  Audrey Campbell  Patricia Keran 《Educational Psychology in Practice》2009,25(1):37-52

Many children with Asperger syndrome are not identified prior to school entry, and difficulties associated with the condition may only become evident when a child enters school. Failure to identify children with the syndrome may lead to increased risk for psychopathology, and lack of understanding of the reasons for social and communicative impairments, and the display of atypical behaviours. Therefore, there is a great need for effective screening instruments to be used with at risk children. This article reviews a number of screening instruments for Asperger syndrome and higher functioning autism spectrum disorders, and highlights the need for surveillance for the conditions among professionals who work in educational settings.  相似文献   

Stem Cells and Society: An Undergraduate Course Exploring the Intersections among Science, Religion, and Law     

Chris Pierret  Patricia Friedrichsen 《CBE life sciences education》2009,8(1):79-87

The intersection of science and our society has led to legal and ethical issues in which we all play a part. To support development of scientific literacy, college science courses need to engage students in difficult dialogues around ethical issues. We describe a new course, Stem Cells and Society, in which students explore the basic biology of stem cell research and the controversy surrounding it. As part of the course, we highlight the nature of science, looking at the methods and norms within the scientific community. To gain a perspective on the current stem cell controversy, we examine the public debates in the 1970s surrounding in vitro fertilization, the stem cell initiative in Missouri, and the personal and religious viewpoints that have emerged relative to the stem cell debate. In the Stem Cells and Society course, students are challenged to develop and clarify their own personal positions concerning embryonic stem cell research. These positions are grounded in science, religion or personal philosophy, and law.  相似文献