Applying the PROSPER prevention delivery system with middle schools: Emerging adulthood effects on substance misuse and conduct problem behaviors through 14 years past baseline     

Richard Spoth  Cleve Redmond  Chungyeol Shin  Linda Trudeau  Mark T. Greenberg  Mark E. Feinberg  Janet Welsh 《Child development》2022,93(4):925-940

This study evaluated emerging adult effects of the PROmoting School-Community-University Partnerships to Enhance Resilience (PROSPER) universal prevention delivery system implemented in middle schools. Twenty-eight rural school districts were randomized to intervention and control conditions, with 1985 nineteen-year-old participants (90.6% White, 54.1% female) evaluated through age 25. Intent-to-treat, multi-level, point-in-time analyses of covariance and growth analyses were conducted. Outcomes were assessed with self-report measures of substance misuse (lifetime, current, frequency) and conduct problem behaviors. Analyses showed very limited point-in-time effects; there were growth pattern effects on measures of illicit drugs, non-prescribed drugs, cigarettes, and drug problems. When risk moderation was observed, it favored higher-risk participants. These emerging adult effects concerning slower growth of lifetime misuse combine with more robust adolescent stage findings to support PROSPER’s public health value.  相似文献   

From academic achievement to career development: does self-regulated learning matter?     

Hsu  Anna J. C.  Chen  Mavis Yi-Ching  Shin  Nai-Fang 《International Journal for Educational and Vocational Guidance》2022,22(2):285-305

International Journal for Educational and Vocational Guidance - While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of...  相似文献   

Engaging Students with Art-Based S-R-C (Sense of Belonging,Resistance, and Coalition Building) Strategies for Anti-Racism     

Ryan Shin  Maria Lim  Kevin Hsieh 《The International Journal of Art & Design Education》2023,42(1):172-191

In this article, we discuss our struggles and efforts to respond to Asian American and Pacific Islander (AAPI) hate crimes and anti-Asian racism, as well as explore ways to address the issues of anti-Asian racism, violence, myths, and stereotypes in the art classroom. We researched and learned from contemporary Asian American artists, attended anti-racism virtual talks, and examined various anti-racism pedagogical approaches. As an outcome of our research to confront anti-racism, we developed S-R-C strategies to engage students with art-based anti-racism, which include facilitating a sense of belonging (S), resisting anti-Asian racism (R), and coalescing with other minority groups and allies (C). These strategies were developed to fully embrace the equity, diversity, and inclusivity of AAPI sequentially and holistically. This article also reports how we use the S-R-C strategies to guide our pre-service art teachers to confront anti-Asian racism and advocate for anti-racism teaching practices.  相似文献   

Evaluation of the Feasibility and Perceived Value of Integrating Learn the Signs. Act Early. Developmental Monitoring Resources in Early Head Start     

Abercrombie  Julia  Pann  James  Shin  Faith  Taylor  Elizabeth  Brisendine  Anne E.  Swanson-Holm  Rachell  James  Cristina  Viehweg  Stephan  Ch&#;dr&#;n  Gail 《Early Childhood Education Journal》2022,50(7):1169-1181

Early Childhood Education Journal - Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early...  相似文献   

Use before know-how: teaching with technology in a Mexican public school     

Judy Kalman  Victor Rendón 《International journal of qualitative studies in education》2014,27(8):974-991

In recent years, the Secretariat of Public Education in Mexico has supplied a significant number of schools with computers and connectivity, putting important resources into the purchase and installation of equipment. It is assumed that teachers will somehow naturally transition to using these tools and in fact, new curricular guidelines derived from international policy put them under a great deal of pressure to do so. This paper presents an up-close, qualitative look at one teacher’s efforts for incorporating technology into her history class and her process of constructing a working knowledge of using the computer, searching for ideas and materials on the Internet, and creating activities for her students. Equally important for incorporating technology into her teaching were the institutional and technical obstacles such as obsolete technology, insufficient connectivity, and school site constraints she confronted. Her case illustrates the complexity of using computer and Internet technologies in classroom settings.  相似文献   

Using Math Journals to Enhance Second Graders’ Communication of Mathematical Thinking     

Kathleen Kostos  Eui-kyung Shin 《Early Childhood Education Journal》2010,38(3):223-231

As an action research project, using mixed methodology, this study investigated how the use of math journals affected second grade students’ communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering included pre- and post- math assessment, students’ math journals, interviews with the students, and teacher’s reflective journal. Findings of the study indicated that the use of math journals positively influenced the students’ communication of mathematical thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and teacher and an assessment tool for the teacher. The implications of this study regarding students’ writing ability and time constraints issues were also discussed.  相似文献   

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression     

J. W. Schramm  H. Jin  E. G. Keeling  M. Johnson  H. J. Shin 《Research in Science Education》2018,48(5):887-911

This paper reports on our use of a fine-grained learning progression to assess secondary students’ reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th–12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.  相似文献   

关于具有测边导坑和有限岩石覆盖层的隧道开口的离散分析（英文）     

Chia Weng BOON  Chee Wei NEO  David Chew Chiat NG  Victor Chee Wee ONG 《浙江大学学报(A卷英文版)》2018,(4)

目的:针对新加坡的花岗岩地质结构,研究将典型马蹄形隧道挖掘成双拱隧道时岩石支撑的设计问题。利用离散元法分析侧边导坑对隧道主体开口的影响。创新点:1.基于平面应变假设,提出一个针对性的离散元模型以分析侧边导坑的设置对主体隧道支撑的影响;2.此模型适用于解决底下长跨度开口的支撑设计问题,如大众捷运系统隧道和紧贴式双孔隧道的建造,补充了传统经验主义的设计方法。方法:1.采用离散元法对马蹄形隧道开口支撑问题进行非连续分析;2.采用二维平面应变模型简化问题。结论:1.离散元法可用于分析有限岩石覆盖层的失效机制,单隧道支撑要求以及增加侧边导坑后的支撑要求;2.模型计算结果显示,侧边导坑的挖掘使得支柱总的螺栓连接作用力增加了一倍。  相似文献   

Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated     

Kyungbin Kwon  Suhkyung Shin  Su Jin Park 《Educational technology research and development : ETR & D》2018,66(6):1479-1503

The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them.  相似文献   

Designing and delivering skills transferability and employment mobility: the challenges of a market-driven vocational education and training system     

Victor Gekara  Darryn Snell 《Journal of Vocational Education & Training》2018,70(1):107-129

As job security declines and precarious employment arrangements become more prevalent, transferable skills have become vital for job seeking success. In recognition of this issue, many governments are seeking to redesign their training systems in ways that transferable skills become better emphasised. This paper examines the challenges of developing transferable skills among a nation’s workforce and the tensions that can emerge between training design intentions and training delivery outcomes when training delivery is marketised. Australia, where incremental training sector reforms have occurred since the late 1980s, serves as the context for this study. While training design occurs through a tripartite process involving employer, government and union representatives, training delivery is now determined in an open, deregulated market environment. Our analysis reveals a complex underlying design with an in-built intention of developing widely transferable skills, yet there exists significant concern about the actual training outcomes. We conclude that in an environment where VET delivery is user-choice driven with the aim of fulfilling specific employer skills needs the quality, depth and breadth of transferable skills are compromised.  相似文献