Peer selection and influence on children’s reading skills in early primary grades: a social network approach     

Noona Kiuru  Dawn DeLay  Brett Laursen  William J. Burk  Marja-Kristiina Lerkkanen  Anna-Maija Poikkeus  Jari-Erik Nurmi 《Reading and writing》2017,30(7):1473-1500

This longitudinal study from Grades 1 to 4 investigated (a) the extent to which children select peers based on similarity in reading skills and (b) the extent to which children are influenced by the level of their peers’ reading skills. The sample consisted of 1003 Finnish children in Grades 1–4, for whom reading fluency and comprehension were assessed. The same children were interviewed about their self-concept of reading ability at the end of kindergarten. The results of social network analysis showed that children had a tendency to choose new friends based on earlier similarity in reading fluency but not in reading comprehension. Furthermore, children became more similar to their friends in reading fluency and reading comprehension. Children with a high self-concept of reading ability and high reading fluency were particularly likely to be positively influenced by peers with high reading fluency.  相似文献   

Effective compiler error message enhancement for novice programming students     

Brett A. Becker  Graham Glanville  Ricardo Iwashima  Claire McDonnell  Kyle Goslin  Catherine Mooney 《Computer Science Education》2016,26(2-3):148-175

Programming is an essential skill that many computing students are expected to master. However, programming can be difficult to learn. Successfully interpreting compiler error messages (CEMs) is crucial for correcting errors and progressing toward success in programming. Yet these messages are often difficult to understand and pose a barrier to progress for many novices, with struggling students often exhibiting high frequencies of errors, particularly repeated errors. This paper presents a control/intervention study on the effectiveness of enhancing Java CEMs. Results show that the intervention group experienced reductions in the number of overall errors, errors per student, and several repeated error metrics. These results are important as the effectiveness of CEM enhancement has been recently debated. Further, generalizing these results should be possible at least in part, as the control group is shown to be comparable to those in several studies using Java and other languages.  相似文献   

Bringing Dinosaur Science to the Junior Girl Scouts Through a College Service-Learning Project     

Laura A. Guertin  Edna T. Cao  Karen A. Craig  Alice E. George  Shana T. Goldson  Shanon P. Makatche  Brett T. Radusevich  Charles W. Sandor  Anya T. Takos  Ryan Tuller  James K. Williams  Michael A. Williams 《Journal of Science Education and Technology》2004,13(4):523-531

Undergraduate students in an introductory-level geoscience course successfully designed and conducted a science badge day for the Junior Girl Scouts. With national concerns that girls turn away from science at a young age, a service-learning project was incorporated into a college course with the end result providing a group of girls a positive and fun science-learning experience. A number of science and technology badges exist for the Girl Scouts, yet not many of these badges have been completed because of a lack of confidence the troop leaders have in teaching science and a paucity of scheduled science events for the leaders to take their girls. Junior Girl Scout troops were invited to the Pennsylvania State University Delaware County campus to complete a series of hands-on dinosaur science activities that allowed them to earn the Science in Everyday Life badge. At the conclusion of the badge event, the girls reported a greater interest in science, a desire to learn more science, and a desire to complete additional science-related Girl Scout badges.  相似文献   

Metrics and outcomes of conservation education: a quarter century of lessons learned     

Rebecca E. W. Thomas  Tara Teel  Brett Bruyere  Samantha Laurence 《Environmental Education Research》2019,25(2):172-192

We conducted a systematic literature review to analyze evaluations of conservation education programs on a global scale in order to better understand (1) temporal and spatial trends in conservation education program evaluations over the last 25 years, (2) patterns in the types of conservation-related issues addressed through these programs, (3) metrics that indicate effectiveness of conservation education programs, and (4) methods and timeframes used to draw conclusions about program outcomes. Findings indicated that there is a need to better connect the types of issues addressed through conservation education programs with metrics that would indicate success in addressing these issues and the actual outcomes measured and reported. As well, there is an opportunity to employ a variety of metrics and methods for evaluating program outcomes, particularly in developing countries, by focusing on cognitive and behavioral components as well as social and ecological ones. Finally, shifting to a more comprehensive strategy for evaluating multiple outcomes in different cultural contexts would provide opportunities for utilizing mixed methods and qualitative approaches in partnership with community stakeholders.  相似文献   

GeoScienceWorld: A case study in non‐profit collaboration to drive sustainability and growth for independent societies     

Marc Segers  Brett Rubinstein  Laura FitzGerald  Alix Vance 《Learned Publishing》2020,33(1):57-60

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A Phenomenological Investigation of Wellness Within Counselor Education Programs     

Brett K. Gleason  Danica G. Hays 《Counselor Education & Supervision》2019,58(3):177-194

In this phenomenological investigation, the authors explored doctoral‐level counselor trainees’ (N = 12) perceptions of wellness promotion in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Using semistructured interviews, the research team identified 3 structural themes (components of wellness, program culture, and recommendations) and 13 textural themes. Findings highlight the need for training regarding boundaries and self‐awareness.  相似文献   

What methods of scoring young children's spelling best predict later spelling performance?     

Rebecca Treiman  Brett Kessler  Markta Caravolas 《Journal of Research in Reading》2019,42(1):80-96

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Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes     

Jason W. Osborne  Brett D. Jones 《Educational Psychology Review》2011,23(1):131-158

Authors since William James (1892/1968) have implied that the structure of the self-concept can influence motivation and outcomes in particular domains. The value or importance an individual places on a domain influences how motivated that individual is to expend effort in that domain, ultimately influencing the positivity or negativity of the outcomes in that domain (the outcomes then likewise influence the valuing of that domain). Taking the example of identification with academics (selectively valuing an academic domain as central to the self-concept), we review the importance of psychological centrality and present a theoretical model directly linking the structure of the self to motivation and outcomes, something not explicitly discussed in the literature to date. Finally, strategies are suggested for how to increase a student’s identification with academics, which this theoretical framework suggests should lead to improved motivation to achieve in academics and improved outcomes for students.  相似文献   

Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers          下载免费PDF全文

Rebecca Treiman  Brett Kessler  Kelly Boland  Hayley Clocksin  Zhengdao Chen 《Child development》2018,89(4):e431-e443

The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months–5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.  相似文献   

Predicting Participation in Environmental Education by Teachers in Coastal Regions of Tanzania     

Brett Bruyere  Peter E. Nash  Felix Mbogella 《The Journal of environmental education》2013,44(3):168-180

Theories of responsible environmental behavior (REB) have most often been applied in developed countries and to direct forms of REB such as recycling and conserving water. This study applied a model of REB to a developing country setting in Tanzania based in part on variables from a Hungerford and Volk (1990) Hungerford, H. R. and Volk, T. L. 1990. Changing learner behavior through EE. Journal of Environmental Education, 21: 8–21. [Taylor & Francis Online] , [Google Scholar] model and targeting an indirect form of behavior: teaching environmental education (EE) to youth. A quantitative survey was developed and administered to 397 teachers from schools in coastal regions of the country. Regression analyses revealed a sequential model in which entry level variables predicted ownership variables, and ownership variables predicted empowerment variables. In addition, cognitive variables were particularly strong in predicting behavioral intent compared to affective variables.  相似文献