Lecture capture podcasts: differential student use and performance in a large introductory course     

Adrienne E. Williams  Nancy M. Aguilar-Roca  Diane K. O’Dowd 《Educational technology research and development : ETR & D》2016,64(1):1-12

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Improving students' understanding of carbohydrate metabolism in first-year biochemistry at tertiary level     

DR Trevor Anderson  DR Diane Grayson 《Research in Science Education》1994,24(1):1-10

Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on, student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented. Specializations: metal accumulating plants biochemical education. Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education.  相似文献   

Characteristics of Early Care and Education Collaboration Associated with Success     

Diane Schilder  Meghan Broadstone  Ashley Smith Leavell 《Early education and development》2019,30(8):1029-1044

ABSTRACT

Research Findings: In this non-experimental study, the research team analyzed data from a randomly selected sample of child care programs in Maryland and Vermont to understand what characteristics contribute to collaboration success. The team also examined the relationship between collaboration success and measures of child care program quality. We found positive correlations between collaboration success – defined as programs’ use of collaborative strategies, structural indicators of quality, and QRIS ratings – and programs’ collaboration administration and collaboration relationships. In addition, programs that used more collaboration strategies had higher ratings on the state’s Quality Rating and Improvement System (QRIS). Policy or Practice: Policies designed to encourage early childhood collaborations should support strong administrative processes among collaborators and provide specific guidance on building strong relationships among child care and early education administrators. Future research is needed to determine the causes of the associations. Research should focus on how policies can broaden the reach of federal and state programs that promote collaboration to include programs that have lower QRIS ratings or programs that opt out of these state systems.  相似文献   

Prevalence of father-child rough-and-tumble play and physical aggression in preschool children     

Daniel Paquette  René Carbonneau  Diane Dubeau  Marc Bigras  Richard E. Tremblay 《European Journal of Psychology of Education - EJPE》2003,18(2):171-189

Three samples of francophone subjects from Quebec (Canada) are used to establish the prevalence of parent-child RTP according to different personal, social and family variables, and to verify if children who engage in more RTP with their father exhibit less physical aggression towards other children and are more competitive without resorting to aggression. Our results showed that 24 to 43% of fathers engaged in RTP with their children on a daily basis, and only 4 to 16% of fathers never do. Moreover, personal characteristics such as the age and sex of the participants seemed to have a greater influence on the frequency of parent-child RTP than variables related for example to work, socio-economic conditions, or the living environment. The hypothesis that children who engage in more RTP with their fathers display less physical aggression towards their peers is invalidated here. We have concluded that it is important that not only RTP frequency, but also and especially indicators of RTP quality be used. Future observational studies of father-child RTP are required in order to do so. Finally, certain preliminary results support the hypothesis that father-child RTP fosters the development of the competition skills in children without using aggression.  相似文献   

Shaun's Story: Troubling discourses of white working-class masculinities   总被引：1，自引：0，他引：1  

Diane Reay 《Gender and education》2002,14(3):221-234

This article tells the story of a hard-working, well-behaved, poor, white, working-class boy trying to achieve academically in a 'sink' inner-city boys' comprehensive school, whilst simultaneously trying to maintain his standing within the male peer group culture. In doing so, it raises questions about the possibilities of bringing together white working-class masculinities with educational success in inner-city working-class schooling. It is argued that to combine the two generates heavy psychic costs, involving young men not only in an enormous amount of academic labour but also an intolerable burden of psychic reparative work. Shaun's narrative also suggests that the problem of 'failing boys' cannot be solved through school-based initiatives. Until social processes of male gender socialisation move away from the imperative of privileging the masculine and allow boys to stay in touch with their feminine qualities, the problem of 'failing boys' will remain despite the best efforts of teachers and researchers.  相似文献   

A classroom-based model of language intervention for preschool language-impaired children: Principles and procedures     

Diane Paul-Brown 《Annals of dyslexia》1988,38(1):193-207

It is now generally recognized that a language impairment in preschool children may be predictive of later linguistic, reading, and academic difficulties. Language intervention procedures, derived from theoretically-based principles of language development and implemented in a child’s regular classroom environment, may benefit children at risk for persistent language and learning problems. This paper describes the development and application of individualized intervention procedures in a classroom for preschool language-impaired children. The discussion focuses on selected language development principles which helped determine the setting, timing, interactive participants, purpose, and content of the language intervention program. Resulting changes in language comprehension and production are reported based on individual classroom performance as well as a comparison of pre-and posttest scores for a range of comprehension skills. A version of this paper was presented at the Annual Conference of the Orton Dyslexia Society, November 5, 1987, San Francisco.  相似文献   

Developmental Changes in Achievement Evaluation: Motivational Implications of Self-Other Differences   总被引：3，自引：0，他引：3  

Diane N. Ruble  Ronda Eisenberg  E. Tory Higgins 《Child development》1994,65(4):1095-1110

In order to explore the development of self-evaluative biases, children at 3 age levels (5–6, 7–8, 9–10) evaluated themselves or another child when given social or temporal comparison feedback. Evaluative biases were indicated by higher evaluations for the self than another, especially after failure. Children at different ages were not differentially responsive to temporal vs. social comparison information. However, evaluative bias in response to the type of evaluation differed by age; there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger children. Alternative explanations for these self-other differences were minimized, as differences in visual orientation were held constant and differences in knowledge of effort were controlled statistically. Other aspects of the design as well as sex differences support a motivational interpretation of these biases. How these biases are manifested is related to children's level of understanding and concerns at different ages.  相似文献   

IV. MOTHERS’ AND FATHERS’ PARENTING PRACTICES WITH THEIR DAUGHTERS AND SONS IN LOW- AND MIDDLE-INCOME COUNTRIES     

Marc H. Bornstein  Diane L. Putnick 《Monographs of the Society for Research in Child Development》2016,81(1):60-77

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Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?     

Ji Young Choi  Diane Horm  Shinyoung Jeon  Dahyung Ryu 《Early education and development》2019,30(3):337-356

Research Findings: This study examined whether children’s outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher–child interactions. This study further explored potential interaction effects between stability of care and teacher–child interactions in predicting child outcomes. Three main results were found from secondary analyses of the recently released EHS longitudinal data set the EHS Family and Child Experiences Study (Vogel & Boller, 2009–2012). First, children who had stability of care (no teacher change) were rated as having fewer behavior problems and higher social competence. Second, children were rated as demonstrating better orientation/engagement and emotional regulation when they were in EHS classrooms observed to have higher emotional and behavioral support. Third, teacher–child interactions that are emotionally and behaviorally supportive may mitigate the potential drawbacks of experiencing instability of care on early social-emotional development. Study implications are discussed. Practice or Policy: Both stability and quality teacher–child interactions are important in center-based infant and toddler care, and ensuring quality teacher–child interactions is particularly important for children who experience teacher changes during their infant and toddler years.  相似文献   

A Market in Waste: Psychic and structural dimensions of school-choice policy in the UK and children's narratives on 'demonized' schools     

Helen Lucey  Diane Reay 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):253-266

Transformations in local secondary schools markets in the UK have not simply been accomplished at a structural and policy level: social changes are crosscut by fiction and fantasy that resonate with and implicate subjects at the level of the personal. Drawing on a study of children's transitions to secondary school, we analyse the emotional processes through which particular schools come to be 'demonized' in the minds of Year 6 children, consider the impact such damaging discourses have on children who were to go to those schools, and explore connections between social and psychic realities in the increasing polarization of secondary schools. We examine the impact of discourses of race and racism on the psychic construction of 'good' and 'bad' schools and explore how this connected with family practices of secondary school choice and current constructions of UK local educational markets.  相似文献