Some genetic aspects of dyslexia   总被引：3，自引：3，他引：0  

Brenda K. Sladen 《Annals of dyslexia》1972,22(1):41-53

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Empathy in six- and seven-year-olds   总被引：1，自引：0，他引：1  

N D Feshbach  K Roe 《Child development》1968,39(1):133-145

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The use and perceived effectiveness of career assessment tools: A survey of high school counselors     

Brenda Freeman Ph.D. 《Journal of Career Development》1996,22(3):185-196

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Training phonological awareness: A study with inner-city kindergarten children     

Susan Brady  Anne Fowler  Brenda Stone  Nancy Winbury 《Annals of dyslexia》1994,44(1):26-59

A small-scale, longitudinal, phonological awareness training study with inner-city kindergarten children was conducted in four classrooms. The central goals of the study were the creation and evaluation of a phonological awareness training program and a preliminary look at the consequence of that training on basic phonological processes. Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year, and again in the spring following an 18 week training program which incorporated both auditory and articulatory techniques for fostering metaphonological development. Follow-up evaluation of promotion to first grade and of reading achievement took place a year later. The children in the two experimental classes receiving training had significantly greater gains in phonological awareness at the end of kindergarten, were significantly more likely to be promoted to first grade rather than to pre-one, and had a trend toward better reading skills in first grade than did the smaller group of children promoted to first grade from the control classes. In addition, there were some indications that development of phonological awareness was accompanied by changes in the underlying phonological system as well. Here we focus on the rationale and implementation of our training program and discuss the implications of the findings for a potential large-scale study.  相似文献   

Teacher Learning of Technology Enhanced Formative Assessment   总被引：1，自引：1，他引：0  

Allan Feldman  Brenda M. Capobianco 《Journal of Science Education and Technology》2008,17(1):82-99

This study examined the integration of technology enhanced formative assessment (FA) into teachers’ practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers’ practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.  相似文献   

Trends in the crowdfunding of educational technology startups     

Pavlo D. Antonenko  Brenda R. Lee  A. J. Kleinheksel 《TechTrends》2014,58(6):36-41

This article presents an analysis of active crowdfunding campaigns posted on ten crowdfunding platforms in May 2013 to provide a glimpse of the recent trends in the crowdfunding of educational technology startups. We describe the characteristics of the most successful crowdfunding campaigns in educational technology and identify the most popular crowdfunding platforms. This research provides important implications for educational technology entrepreneurs. Top performing educational technology fund raisers tend to a) request a modest but reasonable amount for each phase of the project, b) focus on the informal, out-of-school, rather than formal contexts of learning, c) attract supporters with a tiered system of rewards, and d) communicate with supporters and inform the public of the status of the project through periodic updates and progress reports. Directions for future research include conducting an in-depth content analysis of archived data and exploring the perspectives of successful educational technology entrepreneurs using qualitative interviews.  相似文献   

Do zoo visitors come to learn? An internationally comparative,mixed-methods study     

Katie Roe  Andrew McConney 《Environmental Education Research》2015,21(6):865-884

Zoo visitors go to see animals, but are they there to learn? This mixed-methods study examines visitor learning from both zoos’ and visitors’ perspectives using qualitative and quantitative data. Five hundred and forty zoo visitor interviews from nine case studies provide insight into visitor intentions, which indicate that the majority of visitors (72%) arrive at zoos with a learning agenda. Over 170 zoos across 48 countries also report, via an online questionnaire, that the majority of their visitors come to learn. In contrast, however, 28 face-to-face zoo education staff interviewed at the nine case study sites suggests a different conclusion. The study also indicates that zoos appear to determine visitors’ intentions through a number of methods, but are most heavily reliant on informal measures with only 15% of zoos using both formal and informal processes. Juxtaposing these findings suggests that zoos’ reliance on informal measures of visitor intentions appears to provide them with a less than accurate picture of their visitors’ learning agendas.  相似文献   

Emotion Labeling Among Young Children in Foster Care     

Brenda Jones Harden  Colleen Morrison  Robert B. Clyman 《Early education and development》2014,25(8):1180-1197

Research Findings: Emotion knowledge is a core developmental process that has a documented relation to other aspects of social-emotional functioning, including social competence, emotion regulation, and behavior problems. Children who are maltreated have been found to have compromised emotion knowledge skills as well as higher levels of behavior problems. The current study was designed to add to the small literature on emotion knowledge in children who have been maltreated and are in foster care, with an examination of child and family processes that contributed to their emotion labeling skills. Young children in foster care were administered the Peabody Picture Vocabulary Test and the Affect Knowledge Task while their foster mothers completed a background questionnaire during a data collection home visit. Findings revealed that participant children's verbal ability contributed greatly to their capacity to accurately label emotions. Family processes also contributed to this skill above and beyond verbal ability. Practice or Policy: Parenting interventions for foster parents should be designed to address core developmental processes of early childhood, such as emotion knowledge.  相似文献   

Repositioning Teacher Action Research in Science Teacher Education     

Brenda M. Capobianco  Allan Feldman 《Journal of Science Teacher Education》2010,21(8):909-915

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The Durban Holocaust Centre Educators and the Origins of their Historical and Pedagogical Knowledge     

Brenda Gouws  Johan Wassermann 《Journal of Jewish Education》2018,84(1):32-55

Education at Holocaust museums worldwide often falls to volunteer museum educators. The Durban Holocaust Centre in South Africa is no different. We set out to understand who the educators at the Durban Holocaust Centre were, where their historical and pedagogical knowledge came from, and to examine the connection between the two. The study revealed the diverse nature of the museum educators’ biographies as well as their motivations for guiding. Their knowledge acquisition was generally a blend of formal objectivist and informal constructivist methods. It emerged that the self-learning model was successful as the educators were highly professional and sufficiently motivated.  相似文献