Outdoor projects     

Carolyn Buhai Haas 《Early Childhood Education Journal》1984,11(3):42-43

Springtime bringswarm sunny weather; children who may have been cooped up inside are ready and eager to get outdoors for lots of active play. Projects and art activities can also be moved out into the sunshine. You can set up shop in the playground or backyard, or even on a sidewalk, driveway or back porch. A sturdy picnic table will make aperfect setting for arts and crafts, or building projects and learning games.Carolyn Buhai Haas has written many creative activity books for parents, teachers, and childen. Her new book,Look at me: Activities for Babies and Toddlers is available for $6.95 plus $1.00 for postage and handling from CBH Publishing, Box 236-D, Glencoe, IL 60022.  相似文献   

An afterschool intervention program for educationally disadvantaged young children     

David A. Bergin  Lynne M. Hudson  Carolyn F. Chryst  Mark Resetar 《The Urban Review》1992,24(3):203-217

The research investigated the premise that if educationally disadvantaged children experience increased instructional time combined with an educational setting that is sensitive to their culture and that provides perceptions of control, enhanced achievement and interest in learning will result. The research setting was the Hilltop Emergent Literacy Project (HELP), an afterschool educational program serving poor, mostly African American five- to nine-year-olds (kindergarten to third grade) who reside in a subsidized apartment complex. A treatment group of 12 kindergartners was compared to a control group of 12 kindergartners. In the spring of kindergarten, the treatment group was outperforming the control group on standardized test scores, but both groups were below national norms. In the spring of first grade, the treatment group was still outperforming the control group and was above national norms in some areas. Report card data and qualitative indicators also provide evidence of the effectiveness of the program.We thank the Hilltop Emergent Literacy Project (HELP) head teachers Teresa Bunge and Diana Reamsnyder, the HELP students, and the many graduate and undergraduate students who have served at HELP. This program was partially funded through grants from the University of Toledo, Ohio Board of Regents, General Mills Foundation, and Toledo Public Schools.  相似文献   

Object-naming deficits in developmental dyslexia     

Maggie Snowling  Bente van Wagtendonk  Carolyn Stafford 《Journal of Research in Reading》1988,11(2):67-85

This paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten-year-old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8-year-old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine-year-old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical-phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and reading problems.  相似文献   

The effect of school type on prereaders’acquisition of print concepts     

Carolyn Casteel  Bess Lsom 《Journal of Research in Reading》1989,12(2):131-145

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Influences of Writing Tasks on Students' Answers to Recall and Higher-Level Test Questions     

Hand  Brian  Prain  Vaughan  Wallace  Carolyn 《Research in Science Education》2002,32(1):19-34

This paper reports on two inter-related studies that examined the use of non-traditional writing strategies within secondary school science classrooms. The first study involved Year 10 students who incorporated one letter writing experience into the learning sequence when studying genetics. The second study was with Year 9 students who used both a non-traditional laboratory writing heuristic and letter writing as part of the learning sequence when studying a topic on light. The same teacher was involved in both case studies. A higher-level analogy question was added to the teacher-prepared tests for each study to examine if students who participated in writing-to-learn activities were able to perform significantly better as a group than a group of students who completed traditional teacher directed laboratory activities and note-taking. Results indicate that for the first study there was not a significant difference using t-test analysis, while for the second study involving two writing treatments there was a statistically significant difference using t-test analysis. There was no statistically significant difference in responses between treatment and control groups when answering low level recall questions for either case study. Student interviews indicated awareness by students of the metacognitive value gained by using the non-traditional writing types.  相似文献   

The effect of intra- versus post-interview feedback during simulated practice interviews about child abuse     

Powell MB  Fisher RP  Hughes-Scholes CH 《Child abuse & neglect》2008,32(2):213-227

OBJECTIVE: This study compared the effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers' ability to adhere to open-ended questions in simulated practice interviews about child abuse. METHOD: In one condition, feedback was provided at the end of each practice interview. In the other, the instructor stopped the interviewer at various stages during the practice interviews to provide feedback. The relative effect of these conditions was examined by measuring interviewers' performance in a standardized mock interview paradigm immediately prior to, immediately after, and 12 weeks after the practice and feedback sessions. RESULTS: Prior to and 12 weeks after the practice sessions were administered, there was no significant difference in participants' adherence to open-ended questions irrespective of the nature of the feedback, or whether feedback was received. At the immediate post-practice assessment interval, however, the participants who received feedback during the practice interviews performed better (M proportion of open-ended questions=.85, SD=.13) than the other participants (post-interview feedback M=.67, SD=.18, p<.001; no feedback M=.56, SD=.16, p<.001). This heightened use of open-ended questions was associated with a greater tendency among the interviewees to provide abuse-related details in response to open-ended questions (M=.91, SD=.11) compared to the other participants (post-interview feedback M=.77, SD=.15, p<.05; no feedback M=.69, SD=.16, p=.001). CONCLUSIONS: Different types of feedback can be differentially effective in training child abuse investigators to adhere to open-ended questions. The benefits of any training program, however, are likely to be short-lived without ongoing practice. PRACTICE IMPLICATIONS: A single study compared the relative effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers' ability to adhere to open-ended questions in simulated practice interviews about child abuse. This research is relevant to trainers of investigative interviewers because there is currently large variability in the type of feedback employed in training programs. This study is one of the first to empirically demonstrate that different types of feedback may be differentially effective in improving the performance of investigative interviewers.  相似文献   

A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education     

Klodiana Kolomitro  Natasha Kenny  Suzanne Le-May Sheffield 《International Journal for Academic Development》2020,25(1):5-18

ABSTRACT

There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers.  相似文献   

Differences In The Civic Knowledge And Attitudes Of Adolescents In The United States By Immigrant Status And Hispanic Background     

Judith Torney-Purta  Carolyn Barber  Britt Wilkenfeld 《Prospects》2006,36(3):343-354

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Conflict in the family: A continuing education course produced by the open university     

Carolyn Okell Jones  Bill Roberts  M.Susan Hurley  Geraldine Peacock 《Child abuse & neglect》1981,5(1):53-58

This course, first presented by the Open University in 1980, is designed for independent study by people who, in the course of their working lives, come into contact with families suffering serious internal conflicts which place any members—adult or child—in danger of physical or emotional abuse in their own home. The course has been developed at a level which should make it a serious contribution to in-service training for a wide variety of professionals and experienced voluntary workers. It is unique in that it not only examines constructive and destructive aspects of conflict but also integrates written material (16 units) with an audiovisual component (8 TV programmes and 7 cassette tapes) on prevention, diagnosis and intervention relating to the whole spectrum of family conflict and violence including child abuse, sexual abuse, adolescent abuse, spouse abuse, abuse of and by the elderly and abuse of parents by their children. This paper provides a brief outline of the course aims, objectives and content together with information on its usage in the UK and the availability of certain components for international usage.  相似文献   

Review of Sorting Things Out: Classification and Its Consequences     

Carolyn R. Miller 《Technical Communication Quarterly》2002,11(1):113-115

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