Is the Child Making Expected Progress? Measuring Change in Rate of Development With Young Children     

Susan M. Benner  Bobbie Beckmann 《Early education and development》1990,1(6):424-437

Early interventionists seek to document the effectiveness of their efforts with children with developmental delays. In order to do so, they need to have available as many techniques as possible to ascertain a comprehensive view of the child's progress. One tool that has been used effectively in efficacy research, but has not been widely employed in program evaluation designs is the rate of change in development index. This article presents the rate of change in development index as a useful tool for early interventionists who are attempting to interpret and evaluate child progress. A model for the use of a rate of change index is described which uses the Proportional Change Index developed by Wolery (1983). The model is illustrated through a case study. Applications and limitations of the rate of change index are also discussed.  相似文献   

Editorial     

Susan Alice Fischer 《Changing English: An International Journal of English Teaching》2007,14(1)

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Being Alone, Playing Alone, and Acting Alone: Distinguishing among Reticence and Passive and Active Solitude in Young Children   总被引：13，自引：1，他引：13  

Robert J. Coplan  Kenneth H. Rubin  Nathan A. Fox  Susan D. Calkins  Shannon L. Stewart 《Child development》1994,65(1):129-137

3 forms of solitude were studied in young children—reticence (onlooker and unoccupied behavior), solitary-passive behavior (solitary-constructive and -exploratory play), and solitary-active behavior (solitary-functional and -dramatic play). 48 4-year-old children grouped in quartets of same-sex unfamiliar peers were observed in several situations. Mothers completed the Colorado Temperament Inventory. Results indicated that (1) solitary-passive, solitary-active, and reticent behaviors were nonsignificantly intercorrelated; (2) reticence was stable and associated with the demonstration of anxiety and hovering near others, whereas solitary-passive and solitary-active play were stable yet unrelated to anxiety and hovering; (3) reticence during free play was generally associated with poor performance and displays of wariness in several other social situations, while solitary-passive and -active play were not; (4) reticence was associated with maternal ratings of child shyness, while solitary-active behavior was associated with maternal ratings of impulsivity. Results are discussed in terms of the underlying mechanisms associated with reticence and passive and active withdrawal.  相似文献   

Referring and Reporting Research Participants at Risk: Views from Urban Adolescents   总被引：1，自引：0，他引：1  

Celia B. Fisher  Ann Higgins-D'Alessandro  Jean-Marie B. Rau  Tara L. Kuther  Susan Belanger 《Child development》1996,67(5):2086-2100

Researching developmental risks of urban youth raises ethical concerns when an investigator discovers a participant is in jeopardy. This study collected data on 147 seventh, ninth, and eleventh graders' views of 3 investigator options: (1) taking no action and maintaining confidentiality, (2) reporting the problem to a concerned parent or adult, and (3) facilitating adolescent self-referrals. Participants judged these options within the context of 5 risk domains: substance abuse, child maltreatment, life-threatening behaviors, delinquency, and shyness. Judgments of reporting options were related to grade and ratings of risk severity, but not to moral reasoning. Confidentiality was viewed favorably for risk behaviors of low perceived severity or for which the consequences of adult discovery might introduce greater risk. Confidentiality was viewed unfavorably and reporting to adults favorably for child maltreatment and threats of suicide. Self-referral was viewed favorably across all grades and risk behaviors. Implications of adolescent perspectives for research ethics are discussed.  相似文献   

Examining Urban,American, Middle-School Students’ Divergent Views of Nature Before and After a Field Trip to a University Field Station and Nature Preserve     

Ramlo  Susan 《The Urban Review》2019,51(2):231-246

The Urban Review - Nature field trips offer opportunities for urban students’ exploration, discovery, and learning which they may not experience otherwise. Seventh grade students at an...  相似文献   

The Jig Experiment: Development and Evaluation of a Cultural Dance Active Video Game for Promoting Youth Fitness     

Meg Rincker  Susan Misner 《学校用计算机》2017,34(4):223-235

School physical education teachers promote fitness by offering children a variety of aerobic activities. Our interdisciplinary team developed a cultural dance active video game (AVG) and tested whether the AVG was equivalent to traditional face-to-face instructor lessons or hybrid instruction at dance mastery, increasing heart rates, and student satisfaction. The study participants (N = 404) were elementary children, Grades 1 to 5, at a Midwestern suburban school. We employed a quasi-experimental design to compare outcomes across groups of children exposed to different teaching approaches. Group 1 received AVG instruction. Group 2 received face-to-face lessons by a certified Irish dance teacher. Group 3 received AVG and face-to-face lessons. Group assignment was stratified by age, ethnicity, gender, and socioeconomic status. During daily physical education class, students received five days of intervention exposure. AVG students achieved comparable levels of mastery, significantly elevated heart rates, and high levels of satisfaction.  相似文献   

Integrating Research into Television Production: Square One TV and the case of “Pauline”     

Shalom M. Fisch  Susan K. McCann  Melissa A. Jurist  David I. Cohen 《Learning, Media and Technology》1995,21(3):143-155

Within the field of formative research, there is debate as to whether researchers should collaborate with producers or serve as independent evaluators. The Children's Television Workshop (CTW) produces educational programs through a collaborative process of development that has come to be known as the “CTW Model”. Under the CTW Model, producers, content specialists, and researchers work together throughout the life of a project, from its initial conceptualization through its final production. This paper illustrates the value of the CTW Model via an in‐depth case study of the development and production of a single repeated format within Square One TV, an educational television series about mathematics. In particular, we focus on the multifaceted role played by formative research at all stages of production.  相似文献   

Media modules: A hands-on approach to media for education students     

Susan L. Sobek 《TechTrends》1988,33(4):30-32

Summary Modules One, Two, and Three have been a required part of the seminars for the past eight years at Purdue University Calumet. It has been the experience of this university, that the students feel more comfortable in seminar with the small group setting. Since the EML/IRC is open 67 hours a week including evenings and Saturday, the students find they are better able to schedule their time to complete Modules One, Two, and Three in an independent manner. Faculty feel the seminars and modules are successful because instructors take on more of a leadership role in the seminar and leave the expertise of media to the Educational Media Lab/Instructional Resource Center. Specified topics are covered in each seminar class to ensure the students are exposed to topics and problems relevant to their future teaching experiences. Revisions are made on the Module booklets to ensure the students are aware of new equipment and technology. It is through these seminars and module experiences that the students can begin to grow and prepare for their teaching profession.  相似文献   

Influences of Family Involvement in Kindergarten Transition Activities on Children’s Early School Adjustment     

Jean Kang  Eva M. Horn  Susan Palmer 《Early Childhood Education Journal》2017,45(6):789-800

Transition to kindergarten can be a pivotal experience for children because of its potential long-term impact on school performance. As the importance of relationships among contextual factors surrounding a child has been recognized, many schools have made efforts to establish strong ties with families in order to make kindergarten transition experiences as seamless as possible. Our current understanding of the role of family involvement in kindergarten transitions and the specific outcomes, however, is still somewhat limited. Using a combination of quantitative and qualitative research methods, this study investigated the impact of family involvement in kindergarten transition activities on children’s transition to kindergarten and their early school adjustment. Although quantitative results revealed that family involvement is not a significant predictor of children’s early school adjustment, qualitative evidence suggests that families believe their involvement in kindergarten transition has a positive influence. In addition, qualitative results provide information concerning barriers, which interfered with family involvement in the transition process. Based on these findings suggestions for schools and families of young children are provided.  相似文献   

An Interview with Richard Mayer     

Susan?Veronikas  Michael?F.?ShaughnessyEmail author 《Educational Psychology Review》2005,17(2):179-189

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