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81.
Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
82.
The purpose of this critical analysis was to investigate the young children’s sense of numerical magnitudes and the important attributes of classrooms where children in kindergarten and first grade are exposed to mathematics. This study aimed to offer guidelines that will assist teachers as they teach mathematics to children between the ages of five and seven. 相似文献
83.
This study informs public policies regarding the use of subsidized loans as financial aid for community college students.
Using logistic regression, it analyzes the National Center for Education Statistics’ Beginning Postsecondary Students (BPS
90/94) data to predict persistence to the second year of college and associate’s degree attainment over five years. During
the period under study, loans did not contribute to higher persistence and attainment rates. Loans are observed to have a
negative effect on persistence and no effect on degree attainment. Estimates of the interaction effects of borrowing and income
status are insignificant but demonstrate the need for further testing. The findings are attributed to a combination of the
high uncertainty of degree completion among community college students and the negative affective component of indebtedness.
Earlier versions of this paper were presented at the American Education Finance Association Annual Meeting (Austin, Texas,
March, 2000) and at the AIR Forum (Cincinnati, Ohio, May 2000). It has also appeared as a working paper of the Institute for
Higher Education Law and Governance at the University of Houston, Texas (IHELG Monograph 01–07).This paper is based upon work
supported by the Association for Institutional Research, the National Center for Education Statistics and the National Science
Foundation under Association for Institutional Research Grant No. 99-128-0. 相似文献
84.
Daniel C. Kopala-Sibley Marilyn Cyr Megan C. Finsaas Jonathan Orawe Anna Huang Nim Tottenham Daniel N. Klein 《Child development》2020,91(1):110-128
Seventy-nine 3-year olds and their mothers participated in a laboratory-based task to assess maternal hostility. Mothers also reported their behavioral regulation of their child. Seven years later, functional magnetic resonance imaging data were acquired while viewing emotional faces and completing a reward processing task. Maternal hostility predicted more negative amygdala connectivity during exposure to sad relative to neutral faces with frontal and parietal regions as well as more negative left ventral striatal connectivity during monetary gain relative to loss feedback with the right posterior orbital frontal cortex and right inferior frontal gyrus. In contrast, maternal regulation predicted enhanced cingulo-frontal connectivity during monetary gain relative to loss feedback. Results suggest parenting is associated with alterations in emotion and reward processing circuitry 7–8 years later. 相似文献
85.
AbstractTo explore the movement toward increased complex systems (CS) research in education, this special issue of the Journal of Experimental Education was developed to identify some under-examined places where CS approaches have advanced research. The articles provide empirical examples of research leveraging methods and analyses from complexity science. In this introduction article to the special issue, we discuss the authors’ contributions to defining and explicating concepts and methods that fall under the umbrella of CS perspectives and how these methods were used to investigate complex processes in their topics of study. The articles capture the goal of the special issue to demonstrate how the research questions framed by CS assumptions can change our expectations about the very nature of the processes under study in education. We then take a more global perspective and acknowledge the commonalities amongst the papers, including (a) the reliance on intensive data to answer research questions, and (b) the use of dynamic approaches that yield findings about the stability and change of these systems and phenomena. 相似文献
86.
AbstractChildren’s connection to nature (CTN) is declining with each generation, a concerning trend given that CTN is positively linked to wellbeing and environmentalism. A primary cause of this decline is that twenty-first-century youth engage with screens for several hours each day, which to a large extent replaces nature-based play. Researchers have proposed that this change represents a transition in human orientation, particularly in Westernized societies, from nature (biophilia) to digital media (videophilia). Interventions promoting nature-based play must acknowledge digital-media use as a competing leisure pursuit, but the literature presents little guidance for designing programs that will attract young people who are more oriented toward digital media than nature. Drawing on a wide breadth of research, we address this gap through (1) exploring the implications of videophilia for nature-based programming and (2) summarizing recommendations from a narrative literature review for designing interventions that appeal to digital-media-oriented youth. 相似文献
87.
Catherine C. Chase Laura J. Malkiewich Alison Lee Stefan Slater Ahram Choi Chenmu Xing 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):57-74
It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self-efficacy, which should improve students’ reactions to challenge and failure, which should in turn enhance learning. An experimental study with early middle school students tested these assumptions by comparing a “Full” version of a typical, commercial programming game to a “Minimal” version of the same game where common game features such as narrative, performance metrics, high-quality graphics, and sound were removed. In contrast to our hypotheses, players of the Full Game were less likely to choose coding challenges, were less tolerant of coding failures and gained less coding knowledge. Intrinsic motivation and self-efficacy did not differ between conditions. Correlational analyses showed that failure tolerance and challenge seeking may critically affect learning from educational games. The current study offers an existence proof that some common game features can hinder players' failure tolerance, challenge-seeking and learning, in certain game contexts. Future research should isolate the effects of individual game features, test generalizability and explore which contextual variables influence the findings. 相似文献
88.
Elisabeth M. Spratto Brian C. Leventhal Deborah L. Bandalos 《Educational and psychological measurement》2021,81(1):39
In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported. 相似文献
89.
Pius N. Nyutu Norman C. Gysbers 《International Journal for Educational and Vocational Guidance》2008,8(2):83-94
The Student Counselling Needs Scale (SCNS) was administered to 867 participants recruited from high schools in Kenya. The data were analyzed using exploratory factor analysis yielding five factors: human relationships, career development, self development, social values, and learning skills were assessed. The findings highlighted the importance of using assessment instruments to identify students’ counselling needs in Kenya. 相似文献
90.
Penny Corkum Kelly Humphries Jennifer C. Mullane France Theriault 《Contemporary educational psychology》2008
This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD. 相似文献