Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment     

Cheng  Li  Beal  Carole R. 《Educational technology research and development : ETR & D》2020,68(1):225-247

Educational technology research and development - The purpose of this study was to examine the effects of student-generated drawing and imagination on learning recall, learning transfer, and...  相似文献   

Challenging the Science Curriculum Paradigm: Teaching Primary Children Atomic-Molecular Theory     

Haeusler  Carole  Donovan  Jennifer 《Research in Science Education》2020,50(1):23-52

Research in Science Education - Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University....  相似文献   

A pilot study of early childhood mental health consultation for children with behavioral problems in preschool   总被引：2，自引：0，他引：2  

Carole Upshur  Melodie Wenz-Gross  George Reed 《Early childhood research quarterly》2009

This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

The effect of unilateral arm swing motion on lower extremity running mechanics associated with injury risk     

Cristine Agresta  Christian R. Ward  W. Geoffrey Wright  Carole A. Tucker 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(2):206-215

Many field sports involve equipment that restricts one or both arms from moving while running. Arm swing during running has been examined from a biomechanical and physiologic perspective but not from an injury perspective. Moreover, only bilateral arm swing suppression has been studied with respect to running. The purpose of this study was to determine the influence of running with one arm restrained on lower extremity mechanics associated with running or sport-related injury. Fifteen healthy participants ran at a self-selected speed with typical arm swing, with one arm restrained and with both arms restrained. Lower extremity kinematics and spatiotemporal measures were analysed for all arm swing conditions. Running with one arm restrained resulted in increased frontal plane knee and hip angles, decreased foot strike angle, and decreased centre of mass vertical displacement compared to typical arm swing or bilateral arm swing restriction. Stride length was decreased and step frequency increased when running with one or both arms restrained. Unilateral arm swing restriction induces changes in lower extremity kinematics that are not similar to running with bilateral arm swing restriction or typical arm swing motion. Running with one arm restrained increases frontal plane mechanics associated with risk of knee injury.  相似文献   

An Evaluative Review of Approaches to Behaviour Problems in the Secondary School     

Carole M. Ogilvy 《教育心理学》1994,14(2):195-206

The traditional approach to behaviour problems in secondary schools has been reactive and largely negative. The introduction in recent years of a systems perspective was due to general dissatisfaction with the effectiveness of the traditional problem‐focused model and to a recognition of the benefits that preventive practices might bring. The reports of whole‐school innovations, which are available, are encouraging. However, to date only certain types of systems interventions have been thoroughly evaluated and there is a need for more empirical data. This review also considers the practical implications for educational psychologists in introducing new approaches to secondary schools.  相似文献   

Predictors of Handwriting in Adolescents and Adults with Down Syndrome     

Eloïse Moy  Carole Tardif  Raphaele Tsao 《International Journal of Disability, Development & Education》2017,64(2):169-181

Handwriting is a skill that is constantly used in schools and in the workplace – two environments that are targeted in French legislation passed in 2005 on the integration of people with disabilities. The aim of the present study was to determine the predictive factors for handwriting speed and quality in adolescents and adults with Down syndrome (DS), looking at chronological and developmental age, pen grasp and perceptual-motor processing, which are known to contribute to both the speed and quality of handwriting. Results yielded by simple linear and curvilinear analyses revealed that handwriting speed and quality are related to chronological age, developmental age and perceptual-motor processing. Moreover, multiple linear regressions showed that handwriting quality can be predicted by fine motor coordination. We discuss the influence of different factors on handwriting acquisition in individuals with DS, and the implications in terms of intervention programmes.  相似文献   

What can ‘social practice’ theory and ‘socio-cultural’ theory contribute to our understanding of the processes of module design?     

Carole Binns 《Journal of Further & Higher Education》2015,39(5):758-775

This article discusses the data obtained from an online survey of academic staff who are involved in module design and who are employed within one university. The survey was used as a baselining tool to explore the nature of current module design practice within the survey sample. Do academics consistently employ the pragmatic approaches recommended by educational developers and theorists or is module and curriculum development a more informally constructed process? By comparing the initial findings of this project with survey and interview data produced by evidence-based projects, this article suggests that module design practice is not set in stone and that we need a deeper analysis of the process of module and curriculum design in terms of social practice and socio-cultural theory in order to gain a deeper understanding of it.  相似文献   

The Development of Message Evaluation Skills in Young Children   总被引：1，自引：0，他引：1  

Carole R. Beal  Susan L. Belgrad 《Child development》1990,61(3):705-712

The goal of this research was to learn if young children overestimate message quality because they evaluate their knowledge or assumptions about the intended meaning of the message, rather than its literal meaning. 2 experiments were conducted with preschoolers (4 years) and kindergartners (5-6 years). Second graders (8 years) also participated in the first experiment. Children evaluated the communicative quality of informative, ambiguous, and ineffective picture messages in a simple communication game. In the first experiment, children knew the intended referent when they evaluated the message. The results showed that younger children overestimated the informativeness of the ambiguous and ineffective messages, while older children evaluated message quality accurately, even though they knew the intended meaning. In the second experiment, younger children detected more of the message ambiguities when they did not know the target referent than when they were informed of the intended interpretation. The results suggest that young children overestimate message quality because they evaluate their interpretation of the message rather than its literal meaning.  相似文献   

Meaning Making and “The Learning Paradigm”: A Provocative Idea in Practice     

Frank A. Fear  Diane M. Doberneck  Carole F. Robinson  Kathleen L. Fear  Robert B. Barr  Heather Van Den Berg  Jeffrey Smith  Robert Petrulis 《Innovative Higher Education》2003,27(3):151-168

Amidst the considerable literature published on institutional change in undergraduate teaching and learning, an article co-authored by Robert Barr and John Tagg in 1995 stands out. The authors offered a vision and —perhaps most importantly—gave it a memorable name, the Learning Paradigm. From Teaching to Learning—A New Paradigm for Undergraduate Education is the most frequently cited article in the history of Change. In this article, Barr blended his voice with colleagues who helped initiate Learning Paradigm programs at a public university and in a liberal arts college setting. Through multiple forms of inquiry, including discourse and metaphor analysis, they interpreted the shift from teaching to learning and speculate about its future.  相似文献   

“I like group reading because we can share ideas”: the role of talk within the Literature Circle     

Carole King 《Literacy》2001,35(1):32-36

Drawing on research into the use of Literature Circles carried out at the University of Brighton, this paper discusses the role of talk as a way of developing children’s meaningful interactions with literary texts. It argues that where children are engaged in small group unstructured expressive talk, they are able to articulate affective responses to their reading which would otherwise remain dormant, yet which contribute to a richer understanding both of the texts they read and themselves as readers. Using the Literature Circle as a model, this paper suggests that, from reception onwards, guided reading can provide an ideal opportunity for the development of such text‐related talk. The teacher needs firstly to scaffold guided reading to enable children to learn how to respond and secondly, to transfer control of the talk to the group. The teacher should not be seen as the expert reader having all the right answers, but should lead by following. The conclusion stresses the way that guided reading can encourage children as readers, by enabling them to recognise reading as an active and desirable social process rather than as an essentially private activity.  相似文献