Cost evaluation of instructional strategies     

Gene L. Wilkinson 《Educational technology research and development : ETR & D》1973,21(1):11-30

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Factors influencing the evaluation of educational programs: Analyses of judgemental policies     

Mary Lee Smith  Gene V. Glass 《Studies in Educational Evaluation》1978,4(1):9-18

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Reply to Rachlin’s comment     

Gene M. Heyman  R. Duncan Luce 《Learning & behavior》1979,7(2):269-270

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Associations and indirect effects between LEGO® construction and mathematics performance     

Emily McDougal  Priya Silverstein  Oscar Treleaven  Lewis Jerrom  Katie A. Gilligan-Lee  Camilla Gilmore  Emily K. Farran 《Child development》2023,94(5):1381-1397

There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.  相似文献   

Teachers' Understanding of the Role of Executive Functions in Mathematics Learning     

Camilla Gilmore  Lucy Cragg 《Mind, Brain, and Education》2014,8(3):132-136

Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term “executive functions.” This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers.  相似文献   

Longitudinal pathways to competence and psychological adjustment among African American children living in rural single-parent households     

Brody GH  Murry VM  Kim S  Brown AC 《Child development》2002,73(5):1505-1516

A three-wave model linking maternal functioning to child competence and psychological adjustment was tested with 150 African American families living in the rural South. The children were 11 years old at Wave 1. Structural equation modeling indicated that maternal education and per capita income were linked with maternal psychological functioning (self-esteem, optimism, depression) at Wave 1, which forecast mothers' competence-promoting parenting 1 year later at Wave 2. Competence-promoting parenting forecast child cognitive competence, social competence, and psychological adjustment 1 year later at Wave 3, indirectly through child self-regulation. The data were reanalyzed controlling for Wave 1 child competence and adjustment. All paths remained significant, indicating that the model accounted for change in child competence and adjustment across 2 years.  相似文献   

Financial Resources, Parent Psychological Functioning, Parent Co-Caregiving, and Early Adolescent Competence in Rural Two-Parent African-American Families   总被引：8，自引：1，他引：8  

Gene H. Brody  Zolinda Stoneman  Douglas Flor  Chris McCrary  Lorraine Hastings  Olive Conyers 《Child development》1994,65(2):590-605

We proposed a family process model that links family financial resources to academic competence and socioemotional adjustment during early adolescence. The sample included 90 9–12-year-old African-American youths and their married parents who lived in the rural South. The theoretical constructs in the model were measured via a multimethod, multi-informant design. Rural African-American community members participated in the development of the self-report instruments and observational research methods. The results largely supported the hypotheses. Lack of family financial resources led to greater depression and less optimism in mothers and fathers, which in turn were linked with co-care giving support and conflict. The associations among the co-caregiving processes and youth academic and socioemotional competence were mediated by the development of youth self-regulation. Disruptions in parental co-caregiving interfered with the development of self-regulation. This interference negatively influenced youths' academic competence and socioemotional adjustment.  相似文献   

Teaching the assessment of normality using large easily‐generated real data sets     

Christopher W. Kulp  Gene D. Sprechini 《Teaching Statistics》2016,38(2):56-62

A classroom activity is presented, which can be used in teaching students statistics with an easily generated, large, real world data set. The activity consists of analyzing a video recording of an object. The colour data of the recorded object can then be used as a data set to explore variation in the data using graphs including histograms, quantile–quantile plots and scatterplots, and to indicate possible formal analyses.  相似文献   

Learning to solve problems     

David H. Jonassen  Erika R. Gilmore 《Performance Improvement》2005,44(9):45-47

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The question book goes interactive     

Robert W. Bauer  Sandra S. Bauer  Erika R. Gilmore 《Performance Improvement》2004,43(4):45-47

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