Promising effects of an intervention: Young children’s literacy gains and changes in their home literacy activities from a bilingual family literacy program in Canada     

Jing Zhang  Janette Pelletier  Antoinette Doyle 《Frontiers of Education in China》2010,5(3):409-429

The goal of this paper was to examine promising effects of a bilingual family literacy program: to track the changes of families’ literacy activities through a bilingual family literacy intervention, and to examine the children literacy gains in both Chinese and English across socioeconomic sub-groups. The intervention was an eight-week, two hours per week, literacy program in three Chinese communities in Toronto. Parents, with their children, participated in the program. The extremely high attendance rate provided evidence that families enjoyed the family literacy intervention and felt that the sessions were worthwhile. For their families’ literacy activities, the three sites followed the same trend: reaching the peak of activity at week four, slightly dropping down at weeks five and six, and then increasing to a second peak at week seven or week eight. Results also showed that across the three groups, children of mothers with lower education levels made fewer gains in their English expressive vocabularies and their Chinese expressive vocabularies, than children whose mothers had a higher level of education.  相似文献   

Emancipation,equality and education: Rancière's critique of Bourdieu and the question of performativity     

Caroline Pelletier 《Discourse: Studies in the Cultural Politics of Education》2009,30(2):137-150

Jacques Rancière's work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancière's work to education research. Rancière's argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler's and Rancière's portrayal of the relationship between discourse and subjection, as well as their attention to discursive ‘imitation’ in making inequality representable. The article concludes with a discussion of the problematic which Rancière's work suggests for education research.  相似文献   

Part and whole practice: chunking and online control in the acquisition of a serial motor task     

Hansen S  Tremblay L  Elliott D 《Research quarterly for exercise and sport》2005,76(1):60-66

A four-component aiming movement was used to examine the relative effectiveness of part and whole practice. Following a pretest, participants were assigned to one of three practice groups. Participants in a "Whole" group practiced the four components together as a unit. A "No Overlap" group practiced the first two and last two components of the task, alternating every fifth trial. An "Overlap" group practiced the transition between the second and third components on every trial by alternating practice of the first three and last three components every five trials. Participants in all groups improved significantly from pretest to immediate posttest and maintained their performance over a 24-hr delay. Contrary to the "chunking hypothesis," participants in the No Overlap group improved as much as those in the other two groups. Kinematic data indicated that participants in all three groups learned to use response-produced feedback earlier in the individual movement trajectories. Moreover, participants appeared to acquire a general ability to make transitions between movement components rather than specific transitions. The results suggest that segmented or segmented "overlap" practice regimes may benefit learning movement sequences of short duration.  相似文献   

Too Odd (Not) to Be True? A Reply to Olsson   总被引：1，自引：0，他引：1  

Bovens  Luc; Fitelson  Branden; Hartmann  Stephan; Snyder  Josh 《The British journal for the philosophy of science》2002,53(4):539-563

  相似文献   

Sodium bicarbonate ingestion does not alter the slow component of oxygen uptake kinetics in professional cyclists   总被引：3，自引：0，他引：3  

Santalla A  Pérez M  Montilla M  Vicente L  Davison R  Earnest C  Lucía A 《Journal of sports sciences》2003,21(1):39-47

We examined the effects of pre-exercise sodium bicarbonate (NaHCO3) ingestion on the slow component of oxygen uptake (VO2) kinetics in seven professional road cyclists during intense exercise. One hour after ingesting either a placebo or NaHCO3 (0.3 g x kg body mass(-1)), each cyclist (age, 25 +/- 2 years; VO2max, 74.7 +/- 5.9 ml x kg(-1) x min(-1); mean +/- s) performed two bouts of 6 min duration at an intensity of 90% VO2max interspersed by 8 min of active recovery. Gas exchange and blood data (pH, blood lactate concentration and [HCO3-]) were collected during the tests. In both bouts, the slow component of VO2 was defined as the difference between end-exercise VO2 and the VO2 at the end of the third minute. No significant difference was found in the slow component of VO2 between conditions in the first (NaHCO3, 210 +/- 69 ml; placebo, 239 +/- 105 ml) or second trial (NaHCO3, 123 +/- 88 ml; placebo, 197 +/- 101 ml). In conclusion, pre-exercise NaHCO3 ingestion did not significantly attenuate the VO2 slow component of professional road cyclists during high-intensity exercise.  相似文献   

Transactional Links Between Teacher–Child Relationship Quality and Perceived Versus Sociometric Popularity: A Three‐Wave Longitudinal Study     

Steven De Laet  Sarah Doumen  Eleonora Vervoort  Hilde Colpin  Karla Van Leeuwen  Luc Goossens  Karine Verschueren 《Child development》2014,85(4):1647-1662

This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher–child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (M_age.wave1 = 9.26 years). Autoregressive cross‐lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher–child relationships and vice versa. Higher sociometric popularity predicted more teacher–child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher–child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the “invisible hand” of both teachers and peers in classrooms has been made visible.  相似文献   

The possibilities of exploring nontraditional datasets with young children     

Lucía Zapata-Cardona 《Teaching Statistics》2023,45(Z1):S22-S29

Today's world is characterized by the extensive production of data in different scenarios that everyday citizens need to understand for their informed participation in society. With the increase in the availability of data in a society defined by the industrious production of data, the educational system needs to think of possibilities to bring young children closer to the world of data science. This paper presents a nontraditional data exploration experience with an 8-year-old participant helped by a data visualization tool. A task-based interview was conducted while the participant explored a carbon dioxide emission dataset. This paper studied how the participant interrogates the data, draws inferences and exhibits dispositions. At the end, some reflections are presented when introducing the exploration of nontraditional data in teaching.  相似文献   

A Textbook Analysis to Uncover the Hidden Contributors of Science and Mathematics     

Chacón-Díaz  Lucía B. 《Science & Education》2022,31(1):193-211

Science & Education - Science and mathematics are universal endeavors. However, the historical perspective of science and mathematics has been westernized across the curriculum in the USA....  相似文献   

Cumulative family stress and externalizing problems: Secure base script knowledge as a protective factor     

Melisse Houbrechts  Patricia Bijttebier  Filip Calders  Luc Goossens  Karla Van Leeuwen  Wim Van Den Noortgate  Guy Bosmans 《Child development》2023,94(4):941-955

  相似文献   

How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task?     

Zhang  Yingbin  Paquette  Luc  Baker  Ryan S.  Bosch  Nigel  Ocumpaugh  Jaclyn  Biswas  Gautam 《European Journal of Psychology of Education - EJPE》2023,38(2):777-800

European Journal of Psychology of Education - The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the...  相似文献