Extracurricular Activities,Screen Media Activity,and Sleep May Be Modifiable Factors Related to Children’s Cognitive Functioning: Evidence From the ABCD Study®     

Namik Kirlic  Janna M. Colaizzi  Kelly T. Cosgrove  Zsofia P. Cohen  Hung-Wen Yeh  Florence Breslin  Amanda S. Morris  Robin L. Aupperle  Manpreet K. Singh  Martin P. Paulus 《Child development》2021,92(5):2035-2052

This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9–11) from the Adolescent Brain Cognitive Development^SM (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children.  相似文献   

In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms     

Gillian J. Beck  Una O’Connor-Bones  Jackie Gracey  Greg Kelly  Glenda Walsh 《Journal of Research in Special Educational Needs》2021,21(3):268-279

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.  相似文献   

Impact of Culturally Aligned Supports on Native Hawaiian High School Students’ College Attendance: A Qualitative Perspective     

Kelly D. Roberts  Caryl H. Hitchcock 《Community College Journal of Research & Practice》2018,42(4):245-257

The contemporary education system in the United States is inadequate in the provision of services to assure that all students exit high school with the knowledge and skills necessary to enter postsecondary education or the workforce. This is particularly true for indigenous youth (Tanabe & Mobley, 2011). According to scholars, dual enrollment appears to be an appropriate solution for assisting indigenous youth to perform better in high school and to be better prepared to enter postsecondary education and the workforce (Rodriguez, Hughes, & Belfield, 2012; Vargas, Roach, & David, 2014). As demonstrated in this study, promoting dual enrollment programs, for Native Hawaiian youth, along with mentorship and financial assistance, has a positive impact on post high school outcomes. Thus, after describing the goals and model of Project Ho‘oku‘i, this article reports on the experiences and perceptions of Native Hawaiian youth who participated in a dual enrollment program (i.e., enrolled in high school and postsecondary education simultaneously). This study utilized grounded theory methodology. Focus groups, with semi-structured open-ended questions, were conducted with 103 participants over a 24-month period. The findings of the research comprise two major themes that are concerned with Native Hawaiian students’ educational Progress at large and address the issue of relationality, including the practice of self-sufficiency in sorting through future career options and learning one’s sense of self-in-society, in particular its relational aspects.  相似文献   

An analysis of award‐winning science trade books for children: Who are the scientists,and what is science?          下载免费PDF全文

Laura Beth Kelly 《科学教学研究杂志》2018,55(8):1188-1210

  相似文献   

一项关于英语专业学生套语知识的调查     

王慧  胡小琼  Peter Kelly 《张家口职业技术学院学报》2008,21(3)

通过一个问卷调查和套语知识测试调查了中国三峡大学英语专业65名学生的套语知识习得情况,发现被测试者掌握的套语知识有限,套语成为英语专业学生学习英语的很大障碍。针对英语教师和英语学习者就当前中国环境下的英语教学提出了几点建议。  相似文献   

Sex Stereotypes and School Science: a three year follow‐up     

Alison Kelly 《Educational studies》1988,14(2):151-163

Sex stereotyping inventories were administered to pupils entering ten co‐educational comprehensive schools. The tests were repeated two and a half years later. Children's scores on the two occasions were positively correlated. Girls who saw themselves as masculine were slightly more likely than other girls to chose physical science, while girls who saw themselves as feminine were slightly more likely to chose biology. Boys’ self‐images were not linked to option choices. However, boys with a masculine self‐image achieved slightly worse in science than other boys of similar general ability, whereas girls with a masculine self‐image achieved slightly better than other girls. Sex‐typed children were less interested in science, and had a less positive image of science and scientists than other children. In general sex stereotypes were only weakly related to children's achievements in, choice of, and attitudes towards science, but they were more salient to girls than to boys.  相似文献   

Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling     

Kelly L. Wester  L. DiAnne Borders  Laura McLaughlin Gonzalez  Phillip Waalkes 《Counselor Education & Supervision》2019,58(3):225-237

Doctoral research training and faculty departmental research culture were explored in relation to research interest, self‐efficacy, and productivity among 49 counselor education assistant professors. Doctoral research training environment consistently held strong positive relationships with research interest and self‐efficacy, suggesting that a solid foundation in research at the doctoral level is imperative for initial research productivity.  相似文献   

Education for sustainable agriculture: a typology of the role of teaching farms in achieving learning goals and objectives     

Kelly Monaghan  Rosalie L. Koenig  Juan C. Rodriguez 《Environmental Education Research》2017,23(6):749-772

Teaching farms have recently gained popularity, but they are often expensive venues per student credit hour. It is therefore important they are used effectively. This research explored why faculty members use teaching farms, their goals and objectives with regard to the farm, and how they integrate teaching farms into curriculum. Twenty interviews were completed with faculty representing 15 institutions. A combined inductive and deductive approach was used to analyze data. The result was a typology of the roles of teaching farms in achieving educational goals and objectives. Four types of roles emerged: enhancement, competency, exploration, and foundation. Three of the four types reflect one of three models of higher education prevalent in the US. Our research suggests a better understanding of educational theory and pedagogy, combined with a firm appreciation of the different models of higher education could significantly enhance the quality of the learning experience provided on teaching farms.  相似文献   

Revisiting the Narrative about Least Restrictive Environment in Physical Education     

Wesley J. Wilson  Justin Anthony Haegele  Luke E. Kelly 《Quest (Human Kinetics)》2020,72(1):19-32

ABSTRACT

Since 1975, the implementation of the Least Restrictive Environment, a federal mandate of Public Law 94–142, has been historically challenging for physical educators and adapted physical educators. Confusion and misinterpretation of the law’s intent, as well as competing ideologies, have perpetuated failed Least Restrictive Environment (LRE) practice in the United States. The purpose of this essay is to revisit the conversation about LRE in PE and to provide direction for higher education’s role in addressing the issues. In doing so, a detailed historical context of the LRE is provided, followed by a discussion of the issues associated with the law that have emerged in the literature. Finally, future research directions to address these contemporary issues are presented to the readers.  相似文献   

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning     

Kelly E. Matthews  Alison Cook-Sather  Anita Acai  Sam Lucie Dvorakova  Peter Felten  Elizabeth Marquis 《高等教育研究与发展》2019,38(2):280-293

ABSTRACT

A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.  相似文献