排序方式： 共有100条查询结果，搜索用时 15 毫秒
91.
Jared S. Warren Hank M. Bohanon-Edmonson Ann P. Turnbull Wayne Sailor Donna Wickham Peter Griggs Shelly E. Beech 《Educational Psychology Review》2006,18(2):187-198
The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields. 相似文献
92.
Minsoo Kang David R. Bassett Tiago V. Barreira Catrine Tudor-Locke Barbara Ainsworth Jared P. Reis 《Research quarterly for exercise and sport》2013,84(3):445-453
This study was designed to determine the number of days of pedometer monitoring necessary to achieve reliable and valid estimates of a 1-year average of step counts in adults based on either consecutive days (CD) or random days (RD) of data collection. Twenty-three participants (16 women; M age = 38 years, SD = 9.9) wore a Yamax SW 200 pedometer and recorded their step counts for 365 consecutive days. Nine measurement periods of various lengths were selected (2, 3, 4, 5, 6, 7, 14, 21, and 30 days). Each measurement period was randomly selected 10 times each for CD and RD from the larger database. For reliability and validity, two-way intraclass correlation coefficients and mean absolute percentage error (MAPE) were calculated, respectively. The year-round average was considered the criterion measure of the “true” habitual physical activity. Data were analyzed separately by CD and RD. At least 5 CD or 6 RD were necessary to achieve an ICC of .80. A minimum of 30 CD or 14 RD were necessary to achieve an MAPE lower than 10%. These findings provide researchers and practitioners with useful information to determine appropriate measurement length and the method of data selection based on a desired level of reliability and validity. 相似文献
93.
Jared Keengwe Gary Schnellert Chris Mills 《Education and Information Technologies》2012,17(2):137-146
The purpose of this study was to examine how 1:1 laptop initiative affected student learning at a selected rural Midwestern
high school. A total of 105 high school students enrolled in 10th–12th grades during the 2008–2009 school year participated
in the study. A survey instrument created by the Mitchell Institute was modified and used to collect data on student perceptions
and faculty perceptions of the impact of 1:1 laptop computing on student learning and instructional integration of technology
in education. Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement
and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student
learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology
applications beyond basic Internet browsing and word processing. 相似文献
94.
Esther Ntuli Jared Keengwe Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. 相似文献
95.
Grace Onchwari Jacqueline Ariri Onchwari Jared Keengwe 《Early Childhood Education Journal》2008,36(3):267-273
Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand
challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article
various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant
children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed.
Some suggestions for practice are also provided. 相似文献
96.
Alexandra Gantt-Howrey Alexander Becnel Yun Shi Jared Lau 《Counselor Education & Supervision》2023,62(1):40-51
Using quantitative content analysis, we examined the prevalence and use of the Multicultural Social Justice Counseling Competencies (MSJCC) in 21 ACA journals between June 2015 and July 2021. We found that only 7.62% of the articles (n = 2860) referenced the MSJCC. Implications for counselor educators are discussed. 相似文献
97.
In the age of our mobile learning, an impending onus is placed on educational institutions to embrace this technological innovation that is widely accepted, used, and available globally. The clear societal value of mobile technology as a productivity tool for engagement, creation, and collaboration has generated a new need for education to revisit existing instructional paradigms constrained by physical walls and time. Mobile learning (mLearning) creates a venue to promote a culture of participation where learners and leaders alike can engage in combined efforts with multiplicative outcomes of greater success. This article explores the factors that national, state, and local educational organizations must understand in order to make steps toward successful integration of mLearning technology. Characteristics necessary for effective and efficient use of mLearning strategies for educators are also examined. 相似文献
98.
Jared Keengwe Gary Schnellert Denise Jonas 《Education and Information Technologies》2014,19(2):441-450
The millennials use mobile phones on a daily basis to keep in touch with family and friends (Lenhart 2010). However, the role of mobile phones in education needs to be close examined as educators strive to incorporate mobile leaning devices in the classroom. Consequently, schools will not only need to evaluate their school curriculums but also recognize the power in the digital devices to engage, enable, and empower Gen-M and iGen learners. Therefore, the purpose of this article is to provide a rationale for the need for administrators to design guidelines for schools planning to adopt mobile phones in their curricula. Additionally, this article is intended to stimulate reflections on effective ways to adopt mobile phones in education to engage learners. 相似文献
99.
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning. 相似文献
100.
Developmental science has increasingly scrutinized how environmental hazards influence child outcomes, but few studies examine how contaminants affect disparities in early skill formation. Linking research on environmental inequality and early childhood development, this study assessed whether differences in exposure to neurotoxic lead explain sociodemographic gaps in school readiness. Using panel data tracking a representative sample of 1266 Chicago children (50% female, 16% White, 30% Black, 49% Hispanic, μage = 5.2 months at baseline, collected 1994–2002), analyses quantified the contribution of lead contamination to class and racial disparities in vocabulary skills and attention problems at ages 4 and 5. Results suggested that lead contamination explains 15%–25% and 33%–66% of the disparities in each outcome, respectively, although imprecise estimates preclude drawing firm inferences about attention problems. 相似文献