What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?     

Anthony I. Byers  Michelle Ko  Jennifer LoCasale-Crouch  David W. Grissmer 《Early education and development》2016,27(7):976-1003

Research Findings: This study examined the contribution of several class-room experience measures (classroom characteristics, teacher characteristics, and teacher–child interactions) to preschoolers’ improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states. Children’s visuomotor integration was measured twice (on average 5.2 months apart) using the Beery-Buktenica Developmental Test of Visual-Motor Integration (visuomotor integration subtest). Hierarchical linear models controlling for background characteristics and inhibitory control showed that children improved more in visuomotor integration when they were in classrooms with fewer 3-year-olds, when their teacher had at least a bachelor’s degree, and when teachers demonstrated high quality in their interactions. Practice or Policy: Visuomotor integration, and specifically the ability to copy designs with a writing utensil, is a robust indicator of children’s school readiness and longitudinal achievement. U.S. preschoolers gained more on visuomotor integration in classrooms with fewer 3-year-old children that were taught by a college-educated teacher and when such classrooms provided high-quality organizational and instructional interactions. These results expand the outcomes linked to early childhood education experiences and emphasize the need for well-prepared early childhood teachers who interact with children effectively.  相似文献   

The emergence of moral bliss     

Hsin-Chi Ko 《Educational Philosophy and Theory》2018,50(14):1441-1442

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Xn+Yn=Zn n≥3时无整数解     

柯永昭 《福建师大福清分校学报》2001,(2):6-13

本文利用首创的互补开方法,来证明此定理。  相似文献   

Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners     

Volkan İnceçay  Zeynep Koçoğlu 《Education and Information Technologies》2017,22(3):901-916

The present study examined whether or not different input delivery modes have an effect on listening comprehension of Turkish students learning English at the university level. It investigated the effect of one single mode, which is audio-only, and three dual input delivery modes, which were audio-video, audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension. The data have been gathered through: a listening proficiency exam, a topic familiarity questionnaire, listening comprehension tests, think-aloud protocols and a semi-structured focus group interview. Analysis of data demonstrated that the students’ listening comprehension scores were significantly lower in audio-video with subtitles mode. In addition to this, the students stated that they experienced most confusion and anxiety in understanding through audio-video with subtitles. Moreover, the students mentioned that they were most successful in the audio with PowerPoint presentation mode. Results also indicated that the students were influenced by their pre-university listening class experiences, meaning that they were most accustomed to the audio-only mode, and therefore felt most relaxed when they listened only.  相似文献   

Do elementary school‐based child abuse prevention programs work? A high school follow‐up     

Susan F. Ko  Merith A. Cosden 《Psychology in the schools》2001,38(1):57-66

Despite the widespread use of school‐based abuse prevention programs, few studies support their effectiveness in helping children avoid victimization. Most studies that evaluate prevention programs measure changes in children's knowledge and not subsequent behavior. Further, the link between knowledge, behavior, and the ability to avoid or reduce victimization has not been established. In this study the impact of a school‐based prevention program was assessed by surveying students at a high school in southern California where students from feeder elementary and junior high schools were known to have had abuse prevention programs available to them. Data were collected anonymously on 137 high school students during their Health class. A quasi‐experimental design was utilized, comparing the 72 students who had attended one or more school‐based abuse prevention program with the 65 who stated they had not participated in a prevention program. Demographic similarities between the two groups were established. Students who attended prevention programs were more knowledgeable about abuse concepts and reported fewer incidents of abuse. However, the effectiveness of students' responses to abuse, even when they were using strategies taught by the prevention programs, was variable. Questions about the effectiveness of these strategies with familial and nonfamilial abuse are discussed. © 2001 John Wiley & Sons, Inc.  相似文献   

MATHEMATICS TEACHERS’ CONCEPTIONS OF PROOF: IMPLICATIONS FOR EDUCATIONAL RESEARCH     

Yi-Yin Ko 《International Journal of Science and Mathematics Education》2010,8(6):1109-1129

Current mathematics education reforms devoted to reasoning and proof highlight its importance in pre-kindergarten through grade 12. In order to provide students with opportunities to experience and understand proof, mathematics teachers must have a solid understanding of proofs themselves. In light of this challenge, a growing number of researchers around the world have started to investigate mathematics teachers’ conceptions of proof; however, much more needs to be done. Drawing on lessons learned from research and curricular recommendations from around the world, the main purpose of this paper is to review the literature on elementary and secondary mathematics teachers’ conceptions of proof and discuss international implications.  相似文献   

The effects of transport by pneumatic tube system on blood cell count,erythrocyte sedimentation and coagulation tests     

Fatma Emel Ko?ak  Mustafa Y?ntem  ?zlem Yücel  Mustafa ?ilo  ?zlem Gen?  Ayfer Meral 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(2):206-210

Introduction:

Today, the pneumatic tube transport system (PTS) is used frequently because of its advantages related to timing and speed. However, the impact of various types of PTS on blood components is unknown. The aim of this study was to examine the influence of PTS on the quality of routine blood cell counts, erythrocyte sedimentation, and certain blood coagulation tests.

Materials and methods:

Paired blood samples were obtained from each of 45 human volunteers and evaluated by blood cell count, erythrocyte sedimentation, and several coagulation tests, including prothrombin time (PT) and activated partial thromboplastin time (aPTT). Blood samples were divided into 2 groups: Samples from group 1 were transported to the laboratory via the PTS, and samples from group 2 were transported to the laboratory manually. Both groups were evaluated immediately by the tests listed above.

Results:

The blood sample test results from groups 1 and 2 were evaluated and compared. No statistically significant differences were observed (P = 0.069–0.977).

Conclusion:

The PTS yielded no observable effects on blood cell counts, erythrocyte sedimentation, or PT and aPTT test results. We concluded that the PTS can be used to transport blood samples and yield reliable results for blood cell counts, erythrocyte sedimentation, and several coagulation tests.  相似文献   

Beyond labels: what are the salient features of lesson study and learning study?     

Po Yuk Ko 《Educational Action Research》2019,27(4):543-563

ABSTRACT

Lesson Study and Learning Study are popular teacher professional development models across the world. Drawing on an extensive review of research and literature, this paper aims to identify the features of the two models to contrast and establish their similarities and differences particularly with regard to their application in practice. The paper focuses on their impact on teaching and learning as well as the rationale behind the process of Lesson Study and Learning Study. Four major distinctions between the two models are revealed: ways of identifying a topic for teaching, views and methods for understanding student learning, the focus of teacher collaboration on lesson design and implementation, and the overall instructional design. The paper concludes that the two models appeal to different practitioners depending on their aims and objectives in teaching and learning as well as their broader perspectives on education. In addition, this paper suggests that the two models could complement each other to improve the effectiveness of teaching and learning in different contexts.  相似文献   

Violence against pregnant women can increase the risk of child abuse: a longitudinal study     

Chan KL  Brownridge DA  Fong DY  Tiwari A  Leung WC  Ho PC 《Child abuse & neglect》2012,36(4):275-284

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Understanding MOOCs as an Emerging Online Learning Tool: Perspectives From the Students     

Min Liu  Jina Kang  Mengwen Cao  Mihyun Lim  Yujung Ko  Ryan Myers 《The American journal of distance education》2013,27(3):147-159

This study examined participants’ learning experiences in the context of a six-week massive open online course (MOOC) in journalism with five thousand students from 137 countries. Three research questions were asked: (1) Who are the students and why are they enrolled in this MOOC?, (2) How much time have the students spent in taking this MOOC and have they completed all the assignments?, and, (3) What have they learned and what aspects of this MOOC do the students find most helpful? Four hundred and nine students responded to a survey and forty-four responded to interview questions. The main findings showed 84% of the participants were working professionals and only 28.9% were from a journalism background. Of those who did not complete the course, lack of time was the top reason. Most participants reported a positive learning experience, but lack of feedback and/or poor quality were reported as negative experiences. The discussion forum was the least liked aspect of the course.  相似文献