What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them?     

Patricia Patrick  Sue Dale Tunnicliffe 《Journal of Science Education and Technology》2011,20(5):630-642

Children from England and the United States of America have a basic similar knowledge of plants and animals, which they observe during their everyday life. Nine children of ages 4, 6, 8, and 10 years, in each country, were asked to free-list plants and animals. Afterwards, they were interviewed individually about the plants and animals they listed to determine where they were seen. Additionally, children were asked to name animals they knew that were found in specific habitats or had specific characteristics. The results showed that children from the earliest years notice the animals in their everyday lives and 8 year olds were able to name the most animals. Plants were not named as often as animals and children in the USA found it difficult to name plants when questioned. This study shows that children are in touch with their everyday environment to varying extents, and that rich experiences can greatly contribute to their knowledge about plants and animals.  相似文献   

UTILITY OF THE STANFORD–BINET INTELLIGENCE SCALES,FIFTH EDITION,WITH ETHNICALLY DIVERSE PRESCHOOLERS     

Brittany A. Dale  Maria HernÁndez Finch  David E. Mcintosh  Barbara A. Rothlisberg  W. Holmes Finch 《Psychology in the schools》2014,51(6):581-590

Current research on the use of revisions of intelligence measures with ethnically diverse populations and younger children is limited. The present study investigated the utility of the Stanford–Binet Intelligence Scales, Fifth Edition (SB5), with an ethnically diverse preschool sample. African American and Caucasian preschoolers, matched on age, gender, and parental education, were found to have similar patterns of high and low scores on both the composites and all subtests of the SB5. The present study also found that African American and Caucasian preschool children did not differ on overall cognitive ability as measured by the SB5 Full Scale IQ. Implications and suggestions for further research are discussed.  相似文献   

Delivering Food Safety Education to Middle School Students Using a Web-Based, Interactive, Multimedia, Computer Program     

Rebecca A. Lynch  M. Dale Steen  Todd J. Pritchard  Paul R. Buzzell  Stephen J. Pintauro 《Journal of Food Science Education》2008,7(2):35-42

ABSTRACT:  More than 76 million persons become ill from foodborne pathogens in the United States each year. To reduce these numbers, food safety education efforts need to be targeted at not only adults, but school children as well. The middle school grades are ideal for integrating food safety education into the curriculum while simultaneously contributing to national and state education standards in science, technology, and family and consumer sciences. For this project, a multimedia, self-paced online resource for delivering a food safety curriculum to middle school children was developed. Animated characters were used to deliver the lesson content. The application also included video segments, quiz feedback, and interactive games and activities. The effectiveness of the Web site was evaluated using validated cognitive and attitudinal assessment tools, and by comparing student cognitive gains to individual student learning styles. Participants were recruited from 6 middle schools in 5 states, totaling 217 students (20 sixth graders, 157 seventh graders, and 40 eighth graders). The results show that students had statistically significant modest gains in pretest to posttest knowledge and enjoyed using the Web site. The 6th grade students had significantly lower pretest to posttest improvement compared to 7th and 8th grade students, suggesting that this program may not be appropriate for this grade level. Furthermore, the results indicate that this Web-based computer application meets the needs of varying individual student learning styles.  相似文献   

Genetic evidence for bidirectional effects of early lexical and grammatical development     

Dionne G  Dale PS  Boivin M  Plomin R 《Child development》2003,74(2):394-412

This article addresses the autonomy hypothesis of vocabulary and grammar and bootstrapping mechanisms in early language development. Two birth cohorts of 1,505 and 1,049 same-sex twin pairs from the UK were assessed at 2 and 3 years on grammar and vocabulary, using adapted versions of the MacArthur Communicative Development Inventory. Vocabulary and grammar correlate strongly at both 2 and 3 years in both cohorts. Multivariate genetic modeling reveals a consistently high genetic correlation between vocabulary and grammar at 2 and 3 years. This finding suggests the same genetic influences operate for both vocabulary and grammar, a finding incompatible with traditional autonomy hypothesis, at least in early acquisition. Crosslagged longitudinal genetic models indicate both lexical and syntactical bootstrapping operate from 2 to 3 years.  相似文献   

不是一个人战斗     

Dale Galloway 《海外英语》2008,(12):26

Little Chad was a shy,quiet young man.One day he came home and told his mother that he'd like to make a valentine for everyone in his class.Her heart sank.She thought."I wish he wouldn't do that!"because she had watched the children when they walked home from school.Her Chad was always behind them.They laughed and hung on to each other and talked to each other.But Chad was never included.Nevertheless.she decided she would go along with her son.So she purchased the paper and glue and crayons.For three weeks,night after night,Chad painstakingly made 35 valentines.……  相似文献   

Counseling Students' Decision Making Regarding Teaching Effectiveness: A Conjoint Analysis     

Dale Pietrzak  Kelly Duncan  James S. Korcuska 《Counselor Education & Supervision》2008,48(2):114-132

The authors examined the relative importance of 4 attributes of decision making for student evaluation of teaching effectiveness: perceived knowledge base of the professor, professor's delivery style, course organization, and course workload. Participants were 234 counseling graduate students from 6 midwestern universities in the United States. Data were analyzed with classic conjoint analysis using an additive model with full‐profile method. Results indicated that decisions about teaching effectiveness are complex and based on multiple attributes. There was sufficient variability in the decision‐making process to warrant caution in overgeneralizing results. Implications for faculty development and faculty hiring are considered.  相似文献   

Using cluster analysis for data mining in educational technology research     

Pavlo D. Antonenko  Serkan Toy  Dale S. Niederhauser 《Educational technology research and development : ETR & D》2012,60(3):383-398

Cluster analysis is a group of statistical methods that has great potential for analyzing the vast amounts of web server-log data to understand student learning from hyperlinked information resources. In this methodological paper we provide an introduction to cluster analysis for educational technology researchers and illustrate its use through two examples of mining click-stream server-log data that reflects student use of online learning environments. Cluster analysis can be used to help researchers develop profiles that are grounded in learner activity??like sequence for accessing tasks and information, or time spent engaged in a given activity or examining resources??during a learning session. The examples in this paper illustrate the use of a hierarchical clustering method (Ward??s clustering) and a non-hierarchical clustering method (k-Means clustering) to analyze characteristics of learning behavior while learners engage in a problem-solving activity in an online learning environment. A discussion of advantages and limitations of using cluster analysis as a data mining technique in educational technology research concludes the article.  相似文献   

A computer-mediated support system for project-based learning   总被引：4，自引：0，他引：4  

James Laffey  Thomas Tupper  Dale Musser  John Wedman 《Educational technology research and development : ETR & D》1998,46(1):73-86

Project-based learning places demands on learners and instructors that challenge the traditional practices and support structures of schools. Learning from doing complex, challenging, and authentic projects requires resourcefulness and planning by the student, new forms of knowledge representation in school, expanded mechanisms for collaboration and communication, and support for reflection and authentic assessment. This article describes a computer-mediated learning-support system designed as a suite of integrated, internet-based client-server tools to provide (a) intelligent support both for the processes of doing a project and for learning from doing a project, and (b) a shared dynamic knowledge base for working and learning in a community supporting project-based education. The article describes the architecture of the system, its current state of development, and findings from an initial deployment. This articulation of the system components and findings can benefit several groups. It can help (a) educators envisioning the role of technology in augmenting authentic forms of learning, (b) developers of other support systems as they compare features and implications, and (c) researchers as they frame questions about human-computer interactions in learning systems.  相似文献   

Ergonomics: The final frontier     

M. Dale Henry 《Performance Improvement》1994,33(10):10-11

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The future is bright for human performance technology     

Dale M. Brethower 《Performance Improvement》1997,36(9):8-11

At the 1997 ISPI Conference in Anaheim, Dale Brethower, Don 1'osti, and Danny Langdon presented a dialogue on “Performance Technology: The Future of Technology and the Profession.” In the July issue of Performance Improvement, we heard Danny Langdon's thoughts on this topic. This article represents Dale Brethower's contribution to the dialogue. We will hear from Don Tosti in an upcoming issue.  相似文献