The characteristics of reusable learning objects that enhance learning: A case‐study in health‐science education     

Richard J. Windle  Damion McCormick  Jennifer Dandrea  Heather Wharrad 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):811-823

We investigated the effectiveness of reusable learning objects (RLOs) when delivered in a workshop or released for self‐study with groups of student‐nurses studying chemistry. Analysis of examination results showed that the proportion of students answering chemistry questions correctly increased significantly in both the workshop and self‐study cohorts following the introduction of the RLOs. In terms of the factors that supported learning, students rated functional characteristics, such as universal availability and control over learning, as more important than media characteristics, such as audio‐narration and interactivity. There was no correlation between ratings and the age of the respondent, their computer confidence or whether they studied alone or in the workshop. Similarly, design differences between individual RLOs did not appear to detract from learning. Data suggest that the sense of control and ownership of the learning process that RLOs afforded to the learners were the keys to their effectiveness. By reporting the attainment of study cohorts compared with non‐intervention groups, exploring differential learning‐contexts for RLO use and by providing empirical evidence of reuse, the study provides evidence which is underreported in the literature despite the wide uptake of learning object format.  相似文献   

Further evidence of the effectiveness of phonological instruction with oral-deaf readers     

Guardino C  Syverud SM  Joyner A  Nicols H  King S 《American annals of the deaf》2011,155(5):562-568

The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) was used with an oral-deaf child. Given these results, Syverud and Guardino were asked to replicate the procedures with additional struggling readers. A multiple case study design was implemented for a period of 10 weeks. Tests of nonsense words were administered to monitor weekly progress in phonological decoding. Intervention journals were completed for each tutoring session to provide qualitative information. Although the results were mixed, all 6 participants showed gains in phonological decoding skills. Suggestions for both practitioners and researchers are offered.  相似文献   

Practical Beauty and the Legacy of Pragmatism: Generating Theory for Community-Engaged Scholarship     

Marie Sandy 《Interchange》2011,42(3):261-285

In this paper I consider how Hans-Georg Gadamer’s philosophical hermeneutics can complement the pragmatic theory that has informed the field of service-learning, and with its emphasis on community and respect for others, can offer an orientation to further the work of service-learning and community engagement in a mutually satisfying way for scholars, practitioners, and community partners. In keeping with Gadamer’s contention that mythological thinking has its rightful place alongside analytical thinking, I provide an interpretation of the myth of Hermes for emancipatory education practice, and then invite readers to consider some implications of philosophical hermeneutics through traditional philosophical exposition. I posit there is much to be gained by framing community engagement as a civic art or practical beauty with a distinct epistemological foundation that values conversation, participation, and openended, collective processes to work for the common good. This orientation would require us to reconsider the purposes and reorient the values of this field of educational practice.  相似文献   

Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills     

Brittany L. Rhoades  Heather K. WarrenCelene E. Domitrovich  Mark T. Greenberg 《Early childhood research quarterly》2011,26(2):182

Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children. Results indicate that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income, and children's age, sex, and receptive vocabulary skills. The findings provide further support for the implementation of preventive curricula that focus on both social and emotional development as well as attentional development as one strategy for improving future academic success in young children.  相似文献   

Paraprofessionals in early childhood classrooms: an examination of duties and expectations     

Nancy J. Ratcliff  Cathy R. Jones  S. Russell Vaden  Heather Sheen  Gilbert H. Hunt 《Early Years: An International Journal of Research and Development》2011,31(2):163-179

Millions of dollars are expended, in the USA and elsewhere, to provide paraprofessionals or ‘teaching assistants’ for regular early childhood classrooms. However, little consistent information exists related to best practice in the use of paraprofessionals in these early childhood settings. This article describes a study employing the use of 159 teacher and 161 paraprofessional surveys and classroom observations in 23 randomly selected kindergarten and four-year-old classrooms. Paraprofessionals delivered large amounts of group instruction and frequently managed student behavior. Furthermore, it was found that a lack of understanding of specific duties and expectations related to the roles of paraprofessionals was characteristic of both teachers and the paraprofessionals themselves.  相似文献   

Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties          下载免费PDF全文

Christopher J. Lonigan  Beth M. Phillips  Jeanine L. Clancy  Susan H. Landry  Paul R. Swank  Michael Assel  Heather B. Taylor  Alice Klein  Prentice Starkey  Celene E. Domitrovich  Nancy Eisenberg  Jill de Villiers  Peter de Villiers  Marcia Barnes  The School Readiness Consortium 《Child development》2015,86(6):1773-1793

This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap.  相似文献   

Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood          下载免费PDF全文

Elizabeth C. Penela  Olga L. Walker  Kathryn A. Degnan  Nathan A. Fox  Heather A. Henderson 《Child development》2015,86(4):1227-1240

This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N = 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children.  相似文献   

Enacting Social Change Along the Cultural Identity Spectrum: Intercultural Identity Construction in Faith-Based Community Organizations     

Lara Lengel  Heather Holdsworth 《Journal of International and Intercultural Communication》2015,8(3):249-267

This study employs Cultural Identity Spectrum Theory to analyze identity construction and positioning of faith-based nonprofit organizations (FBOs). Intercultural communication studies have not adequately analyzed religion and identity, particularly as they intersect with socio-economic class and racial marginalization. Because religion is one of the most conflict-ridden social divides, the study situates FBOs as important (inter)cultural sites, and traces an FBO's Secular–Religious location on the Cultural Identity Spectrum to critically engage cultural discourses surrounding the organization, to shift its identity to serve historically marginalized groups. Building on the dialectical approach the study interrogates challenges of creating partnerships with diverse community stakeholders to promote enduring and far-reaching social change.  相似文献   

Salman Khan,The One World Schoolhouse: Education Reimagined     

Heather Greenhalgh‐Spencer 《Educational theory》2014,64(4):418-424

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“My Place Was Set At The Terrible Feast”: The Meanings of the “Anti‐Psychiatry” Movement and Responses in the United States, 1970s–1990s     

Heather Murray 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):37-51

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