排序方式： 共有87条查询结果，搜索用时 15 毫秒
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Tran D. Keys George Farkas Margaret R. Burchinal Greg J. Duncan Deborah L. Vandell Weilin Li Erik A. Ruzek Carollee Howes 《Child development》2013,84(4):1171-1190
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three‐ to five‐year‐olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large‐scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta‐analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects. 相似文献
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Natalie A. Tran 《International Journal of Science Education》2013,35(12):1625-1651
This study examined the relationship between students' out‐of‐school experiences and various factors associated with science learning. Participants were 1,014 students from two urban high schools (secondary schools). They completed a survey questionnaire and science assessment describing their science learning experiences across contexts and science understanding. Using multilevel statistical modelling, accounting for the multilevel structure of the data with students (Level 1) assigned to teachers (Level 2), the results indicated that controlling for student and classroom factors, students' ability to make connections between in‐school and out‐of‐school science experiences was associated with positive learning outcomes such as achievement, interest in science, careers in science, self‐efficacy, perseverance, and effort in learning science. Teacher practice connecting to students' out‐of‐school experiences was negatively associated with student achievement but has no association with other outcome measures. The mixed results found in this study alert us to issues and opportunities concerning the integration of students' out‐of‐school experiences to classroom instruction, and ultimately improving our understanding of science learning across contexts. 相似文献
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Adam Winsler Henry Tran Suzanne C. Hartman Amy L. Madigan Louis Manfra Charles Bleiker 《Early childhood research quarterly》2008
Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed. 相似文献
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International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning. 相似文献
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In this article, we present a microfluidic platform for passive fluid pumping for pump-free perfusion cell culture, cell-based assay, and chemical applications. By adapting the passive membrane-controlled pumping principle from the previously developed perfusion microplate, which utilizes a combination of hydrostatic pressure generated by different liquid levels in the wells and fluid wicking through narrow strips of a porous membrane connecting the wells to generate fluid flow, a series of pump-free membrane-controlled perfusion microfluidic devices was developed and their use for pump-free perfusion cell culture and cell-based assays was demonstrated. Each pump-free membrane-controlled perfusion microfluidic device comprises at least three basic components: an open well for generating fluid flow, a micron-sized deep chamber/channel for cell culture or for fluid connection, and a wettable porous membrane for controlling the fluid flow. Each component is fluidically connected either by the porous membrane or by the micron-sized deep chamber/channel. By adapting and incorporating the passive membrane-controlled pumping principle into microfluidic devices, all the benefits of microfluidic technologies, such as small sample volumes, fast and efficient fluid exchanges, and fluid properties at the micro-scale, can be fully taken advantage of with this pump-free membrane-controlled perfusion microfluidic platform. 相似文献