Teaching beliefs and practice,institutional context,and the uptake of Web-based technology     

Belinda Lawrence  Samantha Lentle-Keenan 《Distance Education》2013,34(1):4-20

This research examines the relationship between teaching beliefs and practice, institutional constraints, and the uptake of Web-based technology for teaching in higher education. Semistructured interviews were conducted with six teachers at a New Zealand tertiary institution. Using inductive analysis and cultural historical activity theory, themes in technology use were identified, as well as areas of tension and conflict in the teaching system. Four overarching influences were identified as mediating teachers’ use of Web-based technology in teaching: teaching beliefs, experience and practice; perceptions of technology; technology as a teaching and learning tool; and institutional priorities and division of labor. Teaching practices were affected to varying degrees by institutional strategic priorities, workload constraints, and the learning management system provided.  相似文献   

Using video self-modelling to increase active learning responses during small-group reading instruction for primary school pupils with social emotional and mental health difficulties     

Cheryl A. Young-Pelton  Samantha L. Bushman 《Emotional and Behavioural Difficulties》2013,18(3):277-288

Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used in this study in four subjects with a follow-up phase 6 weeks after intervention. Four children aged 10 were videotaped during reading instruction to determine levels of active learning and behavioural difficulties. Intervention took place at the teacher’s desk or table 3–5 minutes immediately before the child’s designated time for reading group instruction. During intervention, the children were shown carefully selected brief segments of their own video that had been recorded during the previous session. Results indicated VSM was an effective intervention for increasing active learning responses and for reducing behavioural difficulties during reading instruction. Optimum results were maintained for more than 8 weeks after intervention. These results support VSM as an effective antecedent intervention and add to the growing body of evidence-based practices for elementary school pupils who have social emotional and mental health difficulties.  相似文献   

Parental writing support and preschoolers’ early literacy,language, and fine motor skills     

Samantha W. Bindman  Lori E. Skibbe  Annemarie H. Hindman  Dorit Aram  Frederick J. Morrison 《Early childhood research quarterly》2014

The current study examines the nature and variability of parents’ aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent–child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers’ writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.  相似文献   

Prevalence of streaming in UK primary schools: evidence from the Millennium Cohort Study     

Susan Hallam  Samantha Parsons 《British Educational Research Journal》2013,39(3):514-544

The adoption of streaming in the primary school (where children are placed in a class on the basis of measures of attainment and remain in that class all of the time) was commonplace when the 11 plus examination was used to select children for grammar school places. During the 1950s and 1960s the practice died out with most children being taught in mixed ability classes with some in‐class grouping. During the 1990s successive governments indicated that some form of ability grouping should be introduced in primary schools, setting (children placed in ability groups for some subjects and taught in mixed groups for the remainder of the time) being preferred, however, streaming was introduced in some schools despite evidence that movement between structured ability groups is infrequent and that children tend to remain in the same groups throughout their school careers limiting their educational opportunities. Recent research based on 8875 children, in the Millennium Cohort Study showed that 16.4% of children in Year 2 were in streamed classes. Logistic regression analysis showed that the best predictors of being in the top stream were whether the child was born in autumn or winter 2000, parents owning their own home, and the child's cognitive ability score. The measures predicting being in the bottom stream were being a boy, being born in the spring/summer of 2001, having a behaviour problem, being born into a lone parent family, and cognitive ability score.  相似文献   

Recruiting young adults to child maltreatment research through Facebook: A feasibility study     

Samantha Parkinson  Leah Bromfield 《Child abuse & neglect》2013

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#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person     

Roxanne Hughes  Amal Ibourk  Lauren Wagner  Kelli Jones  Samantha Crawford 《科学教学研究杂志》2024,61(4):744-771

Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline.  相似文献   

Older children verify adult claims because they are skeptical of those claims     

Samantha Cottrell  Eric Torres  Paul L. Harris  Samuel Ronfard 《Child development》2023,94(1):172-186

We investigated children's information seeking in response to a surprising claim (Study 1, N = 109, 54 Female, Range = 4.02—6.94 years, 49% White, 21% Mixed Ethnicity, 19% Southeast Asian, September 2019—March 2020; Study 2, N = 154, 74 Female, Range = 4.09—7.99, 50% White, 20% Mixed Ethnicity, 17% Southeast Asian, September 2020—December 2020). Relative to younger children, older children more often expressed skepticism about the adult's surprising claims (1-year increase, OR = 2.70) and more often suggested exploration strategies appropriate for testing the specific claim they heard (1-year increase, OR = 1.42). Controlling for age, recommending more targeted exploration strategies was associated with a greater likelihood of expressing skepticism about the adult's claim.  相似文献   

Oxygen uptake kinetics in children and adults after the onset of moderate-intensity exercise     

Samantha G. Fawkner  Neil Armstrong  Christopher R. Potter  Joanne R. Welsman 《Journal of sports sciences》2013,31(4):319-326

The literature suggests that the oxygen uptake ( V O 2 ) response to the onset of moderate-intensity exercise may be both mature from childhood and independent of sex. Yet the cardiorespiratory response to exercise and the metabolic profile of the muscle appear to change with growth and deve . lopment and to differ between the sexes. The aim of this study was to investigate further changes in the V O2 kinetic response with age and sex. Participants completed a series of no less than four step change transitions, from unloaded pedalling to a constant work rate corresponding to 80% of their previously determined ventilatory threshold. Each participant's breath-by-breath responses were interpolated to 1 s intervals, time aligned and then averaged. A single exponential model that included a time delay was used to analyse the averaged response following phase 1 (15 s). Participants with parameter confidence intervals more than - 5 s were removed from the sample; the results for the remaining 13 men and 12 women (age 19-26 years), 12 boys and 11 girls (age 11-12 years) were used for statistical analysis. Children had a significantly shorter time constant than adults, both for males (19.0 - 2.0 and 27.9 - 8.6 s respectively; P ? 0.01) and females (21.0 - 5.5 and 26.0 - 4.5 s respectively; P ? 0.05). There were no significant differences in the time constant between the sexes for either adults or children ( P > 0.05). A significant relationship between the time constant and peak V O 2 was found only in adult males ( P ? 0.05). A shorter time constant in children may reflect an enhanced potential for oxidative metabolism.  相似文献   

Fundamental motor skills: A systematic review of terminology     

Samuel W. Logan  Samantha M. Ross  Keanu Chee  David F. Stodden  Leah E. Robinson 《Journal of sports sciences》2018,36(7):781-796

The three aims of this systematic review are to describe: (1) use of the term fundamental motor/movement skills (FMS) in published articles; (2) the quality of definitions; and (3) relative use of process- and product- oriented assessments to measure FMS. The inclusion criteria included: (a) peer-reviewed article, (b) printed in English, (c) published between January 2000 and 31 December 2015, (d) presence of either the term “fundamental motor or movement skill” in the title and/or abstract, and (e) FMS were a measured outcome. There has been an increase in the number of publications on FMS in recent years, with the majority of studies conducted in Australia (n = 41, 33%). Approximately 24% of studies (n = 30) did not provide any explicit definition of FMS. A majority of studies reported the use of process-oriented measures (n = 98, 79%) compared to product-oriented measures (n = 23, 19%), and few studies used both (n = 6, 5%). We recommend that researchers provide: (1) an operational definition of FMS that states FMS are the “building blocks” (or similar terminology) of more advanced, complex movements; (2) specific categories of skills that compose FMS; and (3) at least one specific example of a FMS.  相似文献   

Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective     

Urquhart C  Chambers M  Connor S  Lewis L  Murphy J  Roberts R  Thomas R 《Health information and libraries journal》2002,19(3):146-157

The aim of the article is to review evaluations of distance learning programmes in health information management, in order to identify the critical success factors for such programmes and discuss future directions. The emphasis is on the UK experience, based partly on reflections on the experience of one programme at University of Wales Aberystwyth (now over 10 years old), and partly on a policy review conducted for the NHS Information Authority and the NHS Information Policy Unit. The methods are, as far as possible, those of a systematic review of existing research, with, additionally, an overview of relevant policy developments for lifelong learning. The topics covered include the aims, objectives and educational philosophies of the programmes. The evidence, combined with the UWA experience, indicates the importance of face-to-face interaction, to complement distance or virtual learning. A student-centred approach to curriculum design and delivery is essential.  相似文献