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141.
Children's lead and pesticide exposures are used as examples to examine social disparities in exposure reduction efforts as well as environmental policies impacting children in poverty and minority children. The review also presents an estimate of the effect of social disparities in lead exposure on standardized test performance. Because including measures of pollutants with potential behavioral effects can alter the observed effects of race/ethnicity, income, and other variables, suggestions are made for including measures of pollutants in longitudinal studies and studies of multiple and cumulative risk. Continued basic research on developmental correlates and effects of pollution exposure, participatory action-research with at-risk and underrepresented populations, and contributions to public awareness and education are important leadership areas for developmental researchers. 相似文献
142.
Jacqueline P. Leighton Rebecca J. Gokiert M. Ken Cor Colleen Heffernan 《Assessment in Education: Principles, Policy & Practice》2010,17(1):7-21
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers’ beliefs of classroom and large‐scale tests for (a) providing information about students’ learning processes, (b) influencing meaningful student learning, and (c) eliciting learning or test‐taking strategies for successful test performance. Secondary teachers were surveyed because a majority of large‐scale tests are developed for secondary students (e.g., PISA, TIMSS). Results suggested that in comparison to large‐scale tests teachers believe classroom tests provide more information about student learning processes, are more likely to influence meaningful student learning, and are more likely to require learning over test‐taking strategies. The implications of these results for assessment literacy are explored. 相似文献
143.
Michael P. O’Malley Nina Asher Brandon L. Beck Colleen A. Capper Catherine A. Lugg Jason P. Murphy 《International journal of qualitative studies in education》2018,31(7):572-594
This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer. 相似文献
144.
Teaching and Learning in the Mixed-Reality Science Classroom 总被引:2,自引:2,他引:0
Lisa Tolentino David Birchfield Colleen Megowan-Romanowicz Mina C. Johnson-Glenberg Aisling Kelliher Christopher Martinez 《Journal of Science Education and Technology》2009,18(6):501-517
As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general
purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies
integrate real world components with interactive digital media to offer new potential to combine best practices in traditional
science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning
environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for
high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for
students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students
can achieve significant learning gains when this technology is co-designed with educators. 相似文献
145.
The challenge of organizing a successful conference is a tremendous commitment requiring extensive preparation and teamwork. It is tempting but dangerous to underestimate the details needed to coordinate an outstanding event. Conferences follow a natural life cycle from proposal, gaining administrative support, planning, implementing, and then finally evaluating outcomes. These guidelines identify the tasks and areas of responsibilities required including setting objectives, budgeting, selecting a venue, publicity, programming, and working with vendors. 相似文献
146.
Laurie Miller Brotman Kathleen Kiely Gouley Colleen O'Neal Rachel G. Klein 《Early education and development》2004,15(4):387-406
Younger siblings of adolescents with histories of antisocial behavior are at high risk for developing conduct problems. Information about risk exposure in youths at familial risk for conduct problems is critical to the design of informed preventive interventions. The prevalence of well-validated risk factors for conduct problems was examined in a sample of 92 preschool-aged siblings of adjudicated youths. As expected, preschoolers at familial risk for conduct problems were exposed to a range of sociocultural, biological, and parenting risks. Risk exposure was associated with concurrent conduct problems and social competence in the preschool period. Only a minority of preschoolers was reported by parents to have clinically significant conduct problems, and this subgroup had more risks than children with conduct problems in the normal range. Findings are discussed in the context of preventive interventions for high-risk children and families. 相似文献
147.
148.
Alicia L. Fedewa Colleen Cornelius Heather E. Erwin Soyeon Ahn Claire Stai 《The Journal of educational research》2018,111(5):584-593
Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed. 相似文献
149.
Colleen O’Neal Ranga Atapattu Anasuya Jegathesan Jennifer Clement Edward Ong Asha Ganesan 《Journal of educational and psychological consultation》2018,28(1):6-42
ABSTRACTAccess to Malaysian government schools is prohibited for refugee children, and hidden refugee schools only reach a minority of Burmese students in Malaysia. This study used a participatory culture-specific consultation (PCSC) approach to examine the perspectives of Burmese refugee teachers on Burmese refugee student socioemotional issues and classroom management using interviews, observations, a preliminary refugee teacher focus group (N = 10: 4 men, 6 women; M age = 26 years), and a primary focus group with refugee teachers who were Burmese refugees (N = 9: 6 men, 3 women; M age = 30 years). First, themes suggested that societal pressures have an effect on the classroom environment. Second, refugee student behavior and emotions ranged from externalizing to internalizing. Third, refugee teachers relied on traditional Burmese methods for managing serious misbehavior. Fourth, with mild misbehaviors, teachers employed more “modern,” student-centered methods. Results inform culture-specific consultation designed to meet refugee education needs. 相似文献
150.
This study identifies the location and intensity of pain in a sample of 75 women during the first 4 days postpartum. The emphasis on normal processes and shortened hospital stays may decrease attention to maternal postnatal pain. Individual women's variations of pain in both location and intensity from day to day suggest that the reality of postnatal pain needs to become a more important aspect of perinatal education and postnatal care. 相似文献