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61.
Zachary Hawes Michelle Cain Shelly Jones Nicole Thomson Cristol Bailey Jisoo Seo Beverly Caswell Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80
The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice. 相似文献
62.
Robert J. Jones Ph.D. Kenneth J. Gruber Ph.D. Gary D. Timbers Ph.D. 《Child abuse & neglect》1981,5(4):431-440
This study reports the results of extensive interviews with an intact sample of moderately delinquent adolescents concerning their sexual assault histories. Findings indicate a surprisingly high incidence of victimization among the females interviewed which, the authors suggest, may characterize the larger population of delinquent females. The behavioral-situational contexts of reported victimization experiences are examined for salient commonalities and the following composite rape scenerio can be cast from the data: An unsupervised, 14-year-old female, who has been consuming alcohol or marijuana, is sexually assaulted, following threat and/or force, to the point of penile-vaginal penetration, by an older male friend or acquaintance (who has also consumed alcohol or marijuana) in his home or vehicle or other place where she is inherently unprotected. Some comments are offered concerning the requirements of an effective technology of child rape prevention. 相似文献
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Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
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Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS®. 相似文献
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This study, situated in a multilingual, English-medium educational context, draws on theory from mathematics and language education to capture teachers’ perspectives on the place of language in their mathematics pedagogy. The benchmark study explored this topic through surveying and interviewing teachers. Additionally, it sought to relate teachers’ views to their practice by focusing on observing three teachers’ mathematics lessons at primary one, three, and five. Findings are that mathematics teachers placed importance on teaching language, being specifically concerned with language as input and comprehension. They taught vocabulary and reading skills in supportive ways explicitly yet differently at the three grade levels. Particularly at the lower levels, teachers contextualised language in the concrete examples employed for mathematics teaching. At all three levels, prominence was given to teaching pupils how to read word problems as well as how to solve them. However, at primary three, a tension was observed between the two aims of teaching mathematical vocabulary and teaching the reading skills for word problems. This paper illustrates the tension and discusses its possible causes. 相似文献
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No abstract available for this article. 相似文献