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The development of response inhibition was investigated using a computerized go/no‐go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was observed between 3 and 3.75 years. Better working memory and general cognitive ability were related to more accurate performance at all ages, but relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages. Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no‐go trials. 相似文献
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This mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher. 相似文献
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Caron A. C. Clark Tiffany D. Sheffield Sandra A. Wiebe Kimberly A. Espy 《Child development》2013,84(2):662-677
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction. 相似文献
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Ning Liu Yan Bing Zhang Weston T. Wiebe 《Journal of Intercultural Communication Research》2017,46(4):330-345
From the theoretical perspectives of intergroup contact, predicted outcome value (POV), and similarity-attraction, this study examined U.S. host nationals’ (N = 342) communicative behaviours in a recent initial encounter with an international student and attitudes toward the student’s cultural group as a whole. Testing of two models indicated the significant sequential mediator effects of perceived similarity-social attraction and POV-social attraction between communication variables (e.g. amount of communication exchange in both models, self-disclosure in model 1, and information seeking in model 2), and intergroup attitudes (e.g. behavioural attitudes). Findings in general demonstrated that contact effects in the intercultural context varied according to specific measures of communication, the mediating mechanisms, and intergroup attitudes. 相似文献
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Rachmatullah Arif Reichsman Frieda Lord Trudi Dorsey Chad Mott Bradford Lester James Wiebe Eric 《Journal of Science Education and Technology》2021,30(4):511-528
Journal of Science Education and Technology - This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of... 相似文献
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Eric N. Wiebe David A. Slykhuis Leonard A. Annetta 《International Journal of Science and Mathematics Education》2007,5(2):329-348
Slideware applications (e.g., PowerPoint) have become more prevalent in instruction across disciplines. This is especially
true at post secondary institutions where many instructors are using slideware as a sole instructional tool. This study evaluated
the relative effectiveness of scientific visualization in two PowerPoint delivery strategies on science learning for preservice
teachers. Twenty-five preservice teachers enrolled in an undergraduate introduction to science education class were stratified
into two PowerPoint delivery strategies. The strategies were: PowerPoint with instructor voiceover narration and PowerPoint
without voiceover. Post-test Mann-Whitney U suggested no differences (p > 0.05) in science learning across the two strategies. Further, eye tracking analysis suggests voiceover guides the PowerPoint
user to graphics and text, but voiceover does not significantly affect learning. Results suggest immediacy with technology
doesn't necessarily produce meaningful learning. Good teaching still is the key component of meaningful learning. 相似文献
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Using the National Longitudinal Study of Adolescent Health, this study examined the impact of school-level smoking and drinking on adolescent-peer similarity for smoking and drinking. Hierarchical linear modeling revealed that adolescent-peer similarity was significantly moderated by school-level substance use for both tobacco and alcohol use. For tobacco, similarity between adolescent and peer use increased from .18 in the lower quartile of tobacco-using schools to .44 in the upper quartile of tobacco-using schools. Corresponding similarities for alcohol use ranged from .25 to .34. These results suggest that schools with relatively few substance-using peers provide less opportunities for adolescents to pick niches that expose them to risk factors that correspond to their own substance-use behaviors. 相似文献
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David A. Slykhuis Eric N. Wiebe Len A. Annetta 《Journal of Science Education and Technology》2005,14(5-6):509-520
Eye-tracking technology allows for the determination of the exact location of the point of gaze of a subject's eye. This study
sought to take advantage of this ability to determine how students attend to science related photographs. Pre-service science
teachers were shown a PowerPointTM Presentation with embedded photographs. The photographs were classified according the Pozzer and Roth (2003) classification
scheme. Special focus was given to the photographs classified as complimentary, most highly integrated with the text, and
decorative, the least integrated with the text. A second variable, accompanying audio narration, was integrated into the study
design. Analysis indicated complimentary photographs received significantly more attention from the subjects. The effect of
audio narration was to blur this distinction as students spent a greater amount of time on the given slides. Using eye-tracking
technology, this study was able to confirm that students' devote more attention to highly relevant photographs. 相似文献
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The issue of “fairness” troubles some general education teachers, who may be reluctant to teach students with disabilities. Journals written by 47 general education preservice and novice teachers were data sources for examining teachers’ concerns about fairness. Five areas of concern emerged: general responses, definitions of fairness, dealing with students, classroom applications (e.g., grading), and negative views. These themes are illustrated and discussed within the theoretical framework of principles of distribution of benefits. Suggestions are offered for helping teacher education students move toward acceptance of needs-based principles of fairness. 相似文献