Does An Early Intervention Influence Behavioral Development Until Age 9 in Children Born Prematurely?          下载免费PDF全文

Inger Pauline Landsem  Bjørn Helge Handegård  Stein Erik Ulvund  Jorunn Tunby  Per Ivar Kaaresen  John A. Rønning 《Child development》2015,86(4):1063-1079

This study examined whether the Mother–Infant Transaction Program prevents behavioral problems among preterm children (birth weight < 2000 g) until age 9. The program was administered to 72 preterms, while 74 preterms and 75 full‐terms formed control groups (N = 221). Behavior was reported by parents (Child Behavior Checklist) and teachers (Teachers Report Form) and by all on selected Strengths and Difficulties Questionnaire (SDQ) questions. Long‐term behavioral development appeared to be qualitatively unaffected by the intervention. At ages 7 and 9, fewer attention problems and better adaptation to school were reported from parents and teachers of the intervention group compared to preterm controls. At age 9, teachers reported fewer difficulties in the intervention group and better academic performance. In these areas they were reported as being at the statistically same level as term controls.  相似文献   

Test-enhanced learning in third-grade children     

Antonio Jaeger  Raquel Eloísa Eisenkraemer  Lilian Milnitsky Stein 《教育心理学》2015,35(4):513-521

Several recent studies have shown that retrieval is more efficient than restudy in enhancing the long-term retention of memories. However, studies investigating this effect in children are still rare. Here, we report an experiment in which third-grade children initially read a brief encyclopaedic text twice and then either performed a cued recall test on selected target contents of the text or reread the same text twice. A final four-choice memory test about the text’s contents was administered to all children after seven days as well as tests measuring their IQ and reading skills. In the final four-choice memory test, children who took the initial cued recall test showed significantly greater performance in comparison with children who restudied the text twice (their responses were 87 and 53% correct, respectively). The results suggest that cued recall tests can elicit very robust testing effects in young children, even when complex, educationally relevant materials are used as stimuli.  相似文献   

Educational Media     

Jay Stein  Gavriel Salomon  Dennis D. McDonald 《Communication Booknotes Quarterly》2013,44(3):79-81

Jay Stein's Mass Media Education, and a Better Society (Chicago: Nelson-Hall, 1979---$ )

Gavriel Salomon's Interaction of Media, Cognition, and Learning (San Francisco: Jossey-Bass Publishers, 1079---$ )

Dennis D. McDonald et al, Directory of Public Broadcasting Information Resources (Washington: Corporation for Public Broadcasting, 1979--- free , paper)

Religious media communication, two recent titles  相似文献   

Development of a complex intervention to improve health literacy skills     

Astrid Austvoll‐Dahlgren  Stein Danielsen  Elin Opheim  Arild Bjørndal  Liv Merete Reinar  Signe Flottorp  Andrew David Oxman  Sølvi Helseth 《Health information and libraries journal》2013,30(4):278-293

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The Evolution of Reading and Writing in the Networked Era     

Bob Stein 《期刊图书馆员》2013,64(1-2):43-55

As the Director of the Institute for the Future of the Book, Bob Stein has been involved with several endeavors to create a technological solution that will meet the evolving needs of information dissemination in the digital age. His experiences working with Encyclopedia Britannica and later creating an interactive media company, The Voyager Company, have led him in this direction. This talk seeks to raise questions about how books are evolving, what the end product should be, and who is responsible for getting them there.  相似文献   

Predictors of Global Quality in Family Child Care Homes: Structural and Belief Characteristics     

Kere Hughes-Belding PhD  Susan Hegland  Amanda Stein  John Sideris  Donna Bryant 《Early education and development》2013,24(5):697-712

Research Findings: With a substantial number of young children receiving care in family child care settings, an examination of the characteristics, both structural and attitudinal, that predict program quality is warranted. The current study examines gaps in the research by examining both structural characteristics and provider beliefs that influence observed global quality in family child care homes. Results of this study suggest that belief characteristics can predict the quality of family child care homes above and beyond structural characteristics alone. Practice or Policy: Providing support to help all providers understand appropriate developmental expectations for children and how to effectively guide children is critical for quality improvement efforts. In addition, providing support to decrease job stress and improve professional motivation is highlighted.  相似文献   

Case Study on the Implementation of School-Wide Positive Behavioral Interventions and Supports in an Alternative Educational Setting     

Nicholas W. Gelbar  Rose Jaffery  Ravit Stein  Heather Cymbala 《Journal of educational and psychological consultation》2013,23(4):287-313

School-wide positive behavior interventions and supports (SW-PBIS) can effectively reduce problem behaviors and simultaneously increase pro-social behaviors in general education settings. SW-PBIS is not a “packaged” intervention, but a framework through which schools create systemic changes for promoting expected behaviors, while also monitoring and intervening with students who have behavior concerns through a tiered model of service delivery. A case study documenting the SW-PBIS implementation process in an alternative educational setting is presented. Alternative schools typically serve students who qualify to receive special education services, have a lower staff-to-student ratio, and often warrant more intensive student interventions as compared to general education settings. These differences from traditional environments pose unique challenges to the SW-PBIS implementation process. Suggestions for neutralizing these challenges such as providing enhanced Tier 1 supports and extensive staff training are explained in depth in this case study.  相似文献   

The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources     

John Hilton III  David Wiley  Jared Stein  Aaron Johnson 《Open Learning》2013,28(1):37-44

A significant movement in education concerns the use of open educational resources. By ‘open’ it is generally meant that the resource is available at no cost to others for adaptation and reuse in different contexts. However, ‘open’ is not a simple dichotomy; rather, there is a continuum of openness. We discuss four separate aspects of reuse and demonstrate how these describe different levels of openness. We discuss how the licensing and technical aspects of open educational resources affect the relative openness of an open educational resource. Implications for those creating open educational resources are discussed.  相似文献   

Patterns in Students’ Argumentation Confronted with a Risk‐focused Socio‐scientific Issue     

Stein Dankert Kolstø 《International Journal of Science Education》2013,35(14):1689-1716

This paper reports a qualitative study on students’ informal reasoning on a controversial socio‐scientific issue. Twenty‐two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students employ when asked about their decision‐making and the interplay between knowledge and personal values. Five different types of main arguments are identified: the relative risk argument, the precautionary argument, the uncertainty argument, the small risk argument, and the pros and cons argument. These arguments are presented through case studies, and crucial information and values are identified for each argument. The students made use of a range of both scientific and non‐scientific knowledge. The findings are discussed in relation to possible consequences for teaching models aimed at increasing students’ ability to make thoughtful decisions on socio‐scientific issues.  相似文献   

Conditions for ‘Upbuilding’: A Reply to Nigel Tubbs’ Reading of Kierkegaard     

Stein M. Wivestad 《Journal of Philosophy of Education》2011,45(4):613-625

A Special Issue of the Journal of Philosophy of Education, 2005, issue 2, contains an interesting ‘Philosophy of the Teacher’ by Nigel Tubbs. It rejects attempts in pedagogical traditions to ignore or avoid the contradiction between the teacher as master and as servant, and ends with an interpretation of ‘upbuilding’, a central concept in Søren Kierkegaard's writings. According to Tubbs’ reading, the teacher's patient struggle with herself in doubt is the basic condition for upbuilding, whereby the eternal's perfect gift of love is given to the students. I maintain that the original Danish text does not fully support this interpretation and defend an alternative reading. The text says that the condition for receiving the perfect gift is itself a gift of God. Doubt is necessary, but if our doubt were sufficient, we could manage our lives without God, the condition for receiving the gift would not be a gift, and the possibility for receiving the gift would be spoiled both for teachers and students.  相似文献