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Mitchel Resnick 《Interactive Learning Environments》2013,21(3):153-170
Abstract During the past decade, computer scientists have developed dozens of concurrent (or parallel) programming languages. These languages hold the promise of opening up exciting new applications for computers. But that will happen only if people can effectively learn, use, and understand these new languages. To explore these issues, I developed a concurrent extension to Logo (called Multi‐Logo), and conducted an experimental study with a group of elementary school students. The students used MultiLogo to control simple robotic devices built out of LEGO bricks. In analyzing the children's work, I developed three primary categories of MultiLogo programming bugs: problem‐decomposition bugs, synchronization bugs, and object‐oriented bugs. Based on the results, I recommend ways to improve the design and teaching of concurrent programming languages for nonexperts. 相似文献
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Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
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A three-year study examined the effects of two prevention programs for sole-support mothers with preschool-aged children. A life-skills, esteem-building group program was compared with a group program teaching life skills combined with parent training. A non-randomized, repeated-measures design was employed with measures occurring before, after, and one year after each program for participants in the two intervention groups and for a group of matched comparison subjects. The lack of competency enhancement effects appeared to be a function of reduced exposure of subjects to the interventions. In addition, there was no support for the connection between short-term competency enhancement and long-term prevention of disorder. The negative results serve, in this report, as a cautionary tale highlighting the difficulties in conducting evaluations of primary prevention. It would appear that program planners are placed in a Catch-22 situation by trying to justify the effectiveness of primary prevention through short-term, low-intensity approaches. 相似文献
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Smith DW Letourneau EJ Saunders BE Kilpatrick DG Resnick HS Best CL 《Child abuse & neglect》2000,24(2):273-287
OBJECTIVE: This study sought to gather representative data regarding the length of time women who were raped before age 18 delayed prior to disclosing such rapes, whom they disclosed to, and variables that predicted disclosure within 1 month. METHOD: Data were gathered from 3,220 Wave II respondents from the National Women's Study (Resnick, Kilpatrick, Dansky, Saunders, & Best, 1993), a nationally representative telephone survey of women's experiences with trauma and mental health. Of these, 288 retrospectively reported at least one rape prior to their 18th birthday. Details of rape experiences were analyzed to identify predictors of disclosure within 1 month. RESULTS: Fully 28% of child rape victims reported that they had never told anyone about their child rape prior to the research interview; 47% did not disclose for over 5 years post-rape. Close friends were the most common confidants. Younger age at the time of rape, family relationship with the perpetrator, and experiencing a series of rapes were associated with disclosure latencies longer than 1 month; shorter delays were associated with stranger rapes. Logistic regression revealed that age at rape and knowing the perpetrator were independently predictive of delayed disclosure. CONCLUSIONS: Delayed disclosure of childhood rape was very common, and long delays were typical. Few variables were identified that successfully predicted disclosure behavior, but older age and rape by a stranger were associated with more rapid disclosure. This suggests that the likelihood of disclosure in a given case is difficult to estimate, and predictions based on single variables are unwarranted. 相似文献
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Wu SS Ma CX Carter RL Ariet M Feaver EA Resnick MB Roth J 《Child abuse & neglect》2004,28(12):1253-1264
CONTEXT: Of the approximately 900,000 children who were determined to be victims of abuse or neglect by US child protective services in 2002, the birth-to-3 age group had the highest rate of victimization (1.6%) and children younger than 1 accounted for the largest percentage of victims (9.6%). OBJECTIVE: To identify perinatal and sociodemographic risk factors associated with maltreatment of infants up to 1 year of age. DESIGN AND SETTING: Observational cohort study. PARTICIPANTS: 189,055 children born in 1996 in Florida. MAIN OUTCOME MEASURE: Infant maltreatment, defined as a verified report of abuse, neglect, or threatened harm that occurred between day 3 of life and 1 year. RESULTS: 1,602 children (.85%) of the 1996 birth cohort had verified instances of maltreatment by age 1. Of 15 perinatal and sociodemographic variables studied, 11 were found to be significantly related to infant maltreatment. Five factors had adjusted relative risks (RR) of two or greater: Mother smoked during pregnancy (RR 2.8); more than two siblings (RR 2.7); Medicaid beneficiary (RR 2.1); unmarried marital status (RR 2.0); low birth weight infant (RR 2.0). Infants who had four of these five risk factors had a maltreatment rate seven times higher than the population average. CONCLUSIONS: Data on nearly all risk factors found to be significantly associated with infant maltreatment are available on the birth certificate. Such information can be incorporated into a population-based risk-assessment tool that could identify subpopulations at highest risk for infant maltreatment. Because resources are limited, these groups should be given priority for enrollment in child abuse prevention programs. 相似文献
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In kindergartens and early-elementary classrooms, manipulative materials (such as Cuisenaire Rods and Pattern Blocks) play
an important role in childrens learning, enabling children to explore mathematical and scientific concepts (such as number,
shape, and size) through direct manipulation of physical objects. But as children grow older, and learn more advanced concepts,
the educational focus shifts away from direct manipulation to more abstract formal methods. This paper discusses a new generation
of computationally enhanced manipulative materials, called digital manipulatives, designed to radically change this traditional
progression. These new manipulatives (such as programmable building bricks and communicating beads) aim to enable children
to continue to learn with a kindergarten approach even as they grow olderand also to enable young children to learn concepts
(in particular, systems concepts such as feedback and emergence) that were previously considered too advanced for them.
The Digital Manipulatives research effort has been a true group effort, with contributions from many people in the author's
research group at the MIT Media Laboratory. Programmable Bricks and Crickets have been developed primarily by Fred Martin,
Brian Silverman, Bakhtiar Mikhak, and Robbie Berg; BitBalls by Kwin Kramer, Robbie Berg, Fred Martin, and Rrian Silverman;
Digital Beads by Kwin Kramer and Rick Borovoy; Thinking Tags by Rick Borovoy, Fred Martin, Vanessa Colella, Brian Silverman,
and Kwin Kramer. The work of Seymour Papert provided a foundation and inspiration for many of these projects. This research
has been supported by generous grants from the LEGO Group, the National Science Foundation (grants 9358519-RED and CDA-9616444),
and the MIT Media Laboratory's Things That Think, Digital Life, and Toys of Tomorrow consortia. Portions of this paper previously
appeared in a paper in the proceedings of the CHI 98 conference (Resnick, et al., 1998). 相似文献
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Robert M. Resnick 《Publishing Research Quarterly》2011,27(2):169-177
The K-12 instructional materials market, including textbooks, supplemental materials, and digital resources, totaled $16.4
billion in sales in the 2009–2010 school year. It is projected that sales in 2010–2011 will be $16.4
billion in sales in the 2009–2010 school year. It is projected that sales in 2010–2011 will be 17.3 billion, a 5.3% year-to-year
increase. There has been a slow down in this market, starting in 2006–2007 and intensifying in 2008–2009, yet the K-12 school
market continues to grow at a steady pace despite fluctuations in the U.S. economy. The fundamental fact that student enrollment
and per pupil expenditures continue to increase assures us that the K-12 market continues to grow, but it also reinforces
the fact that recent years were not banner years for educational publishers. Looking at sales of particular categories of
educational products, it is easy to see that the technology-related resources led the pack in a generally difficult sales
year in 2009. Big jumps were recorded in terms of sales of interactive whiteboards (+33.98%), online/digital content (+19.0%),
and learning management or student information systems (+11.3%) and, to a lesser extent, computing/mobile devices (+3.0%),
and instructional software (+1.2%). Looked at another way, if all of the digital product applications are grouped together,
this group was up a strong 11.3% in 2009, while the various types of books used by students, as a group, was down 12.7%. These
results make it evident that digital resources have not only gained traction in the K-12 school market, they are starting
to dominate. In fact, 2009 may be the first year that it became necessary for a company to be heavily invested in digital
content/delivery in order to achieve sales success in the non-textbook instructional materials market segment. 相似文献
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