Language use in kindergarten science lessons: language production and academic language during a video feedback coaching intervention in kindergarten science lessons     

Astrid Menninga  Marijn van Dijk  Annemie Wetzels  Henderien Steenbeek  Paul van Geert 《Educational Research and Evaluation》2017,23(1-2):26-51

This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (N_intervention = 18, N_controls = 26) and teachers (N_intervention = 5, N_controls = 5). The results suggest that this general teacher intervention yields interesting changes in language use and production. Patterns of change over time confirm the idiosyncratic and non-linear nature of these changes. Science lessons represent an appropriate context in which to acquaint students with academic language, which can be used as a basis to build upon more sophisticated language skills.  相似文献   

Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level,phonological processing and vocabulary     

Haase  Astrid  Steinbrink  Claudia 《Reading and writing》2022,35(7):1675-1709

Reading and Writing - Studies investigating relations between morphological awareness and literacy in German, a language with a rather transparent but asymmetric orthography, are sparse. Little is...  相似文献   

What factors motivate male and female Generation Z students to become engaged as peer teachers? A mixed-method study among medical and dental students in the gross anatomy course     

David A. C. Messerer  Sophie F. Kraft  Astrid Horneffer  Laura A. S. Messerer  Tobias M. Böckers  Anja Böckers 《Anatomical sciences education》2022,15(4):650-662

Peer-teaching is widely established in anatomy teaching and offers well-described advantages. Nevertheless, at Ulm University, Germany, a reduction in the number of peer teacher applicants for the dissection course was observed. This study examined factors related to the attractiveness of a position as a peer teacher for Generation Z students. Participants of the gross anatomy course were asked to evaluate factors influencing the attractiveness of a peer teacher position using a six-point Likert scale. Additionally, open-ended questions were analyzed qualitatively. Sex-specific subgroup analysis was performed comparing students of low and high motivation to apply for a tutorship. Of the 374 students who participated in this study (response rate 53%), 38% stated that they were intending to apply as peer teachers. Data indicated that students displayed intrinsic motivation to apply for a tutorship because of the opportunity to improve their anatomy knowledge and/or their pleasure in teaching. In contrast, extrinsic factors like remuneration of the tutorship and its relevance for their curriculum vitae were least important. Anatomy educators underestimated the demotivating factor of the workload associated with the tutorship and encouraged students less frequently to apply than peer teachers. Only minor sex-specific differences could be identified. Nevertheless, female students were encouraged less frequently to apply than their male peers. In summary, Generation Z students apply as peer teachers because they are enthusiastic about the task. To motivate students to commit to extracurricular activities like a tutorship, anatomy educators should actively encourage students—particularly females—more frequently to apply.  相似文献   

“Gymnasts Are Like Wine,They Get Better With Age”: Becoming and Developing Adult Women’s Artistic Gymnasts     

Natalie Barker-Ruchti  Roslyn Kerr  Astrid Schubring  Georgia Cervin  Myrian Nunomura 《Quest (Human Kinetics)》2017,69(3):348-365

Women’s artistic gymnastics is commonly understood to require early entrance and intense training during childhood. Most gymnasts retire before reaching adulthood. In recent years, the gymnast population at the highest level has “aged.” In this article, we adopt a socio-pedagogical perspective to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported. We develop a cultural perspective of gymnast development and show that transitioning through puberty allowed the gymnasts to extend their careers. Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning. Through this, gymnasts gained control over self, body, relationships, and performance. In conclusion, we provide implications for gymnast development practice.  相似文献   

Abusive head trauma at a tertiary care children's hospital in Mexico City. A preliminary study     

Díaz-Olavarrieta C  García-Piña CA  Loredo-Abdala A  Paz F  Garcia SG  Schilmann A 《Child abuse & neglect》2011,35(11):915-923

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Public participation: democratic ideal or pragmatic tool? The cases of GM foods and functional foods     

Nielsen AP  Lassen J  Sandøe P 《Public understanding of science (Bristol, England)》2011,20(2):163-178

Over recent decades, public participation initiatives have been employed across Europe often with a focus on science and technology issues. In the area of new food technologies most participation initiatives have centered on genetically modified foods. By contrast, in the area of functional foods--where significant EU legislation was recently passed--we have seen no initiatives towards public inclusion. This applies also for Denmark, the country which is the focus of this article. Based on an interview study with members of the Danish parliament the article examines why such considerable differences exist between initiatives to involve the public, and it challenges the role that public participation plays in Danish politics. The main claim made in the article is that although politicians argue for the value and relevance of public participation their willingness to initiate participatory processes is overruled by their concern with playing by the rules of the political game.  相似文献   

Assessing students' ability to trace matter in dynamic systems in cell biology   总被引：1，自引：1，他引：0  

Wilson CD  Anderson CW  Heidemann M  Merrill JE  Merritt BW  Richmond G  Sibley DF  Parker JM 《CBE life sciences education》2006,5(4):323-331

College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning.  相似文献   

The Impact of an Early Literacy Initiative on the Long Term Academic Success of Diverse Students     

Stella SiWan Zimmerman  Michael C. Rodriguez  Kirsten L. Rewey  Sandra L. Heidemann 《Journal of Education for Students Placed at Risk》2013,18(4):452-481

The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk.  相似文献   

Defining ‘science-based targets’     

Inger Andersen  Naoko Ishii  Thomas Brooks  Cynthia Cummis  Gustavo Fonseca  Astrid Hillers  Nicholas Macfarlane  Nebojsa Nakicenovic  Kevin Moss  Johan Rockstrm  Andrew Steer  Dominic Waughray  Caroline Zimm 《国家科学评论(英文版)》2021,8(7)

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Comparison of 10 vs. 20 min neuromuscular training for the prevention of lower extremity injuries in male youth football: A cluster randomised controlled trial     

Anna Lina Rahlf  Astrid Zech 《Journal of sports sciences》2020,38(19):2177-2185

ABSTRACT