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91.
J M Swanson D Cantwell M Lerner K McBurnett G Hanna 《Journal of learning disabilities》1991,24(4):219-30, 255
It is well established that stimulant medication improves classroom manageability and attention in terms of time on task, but does stimulant medication improve learning or long-term academic achievement in children with ADHD? There is no clear evidence that it does, but there are at least two reasons why beneficial effects may be obscured in research studies and clinical practice: (1) Higher-than-optimal doses may be prescribed if behavioral response (rather than cognitive response) is used to titrate the dose, and (2) treatment may be overinclusive if diagnostic groups are targeted in which a significant proportion of cases do not have favorable cognitive responses to medication. This article addresses these two issues and describes a large clinical series of patients who were evaluated using a double-blind medication assessment protocol designed to overcome some of the theoretical deficiencies suggested by these issues. 相似文献
92.
Wendell Hanna 《Early Childhood Education Journal》2014,42(4):287-294
The Reggio Emilia approach is based on the idea that every child has at least, “one hundred languages” available for expressing perspectives of the world, and one of those languages is music. While all of the arts (visual, music, dance, drama) are considered equally important in Reggio schools, the visual arts have been particularly central in the development of the approach. This article explores how a Reggio-inspired atelier (art studio) can be expanded to include music. Commonalities between visual art and music are discussed, as well as the use of music learning techniques, materials, and documentation for the music atelier. 相似文献
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Brigitte Maria Schreier Dr. Anna-Lena Dicke Hanna Gaspard Isabelle Häfner Dr. Barbara Flunger Prof. Dr. Oliver Lüdtke Prof. Dr. Benjamin Nagengast Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):225-255
The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months. 相似文献
94.
Cristineide Leandro-França Hanna Van Solinge Kène Henkens Sheila Giardini Murta 《Educational gerontology》2013,39(6):388-400
ABSTRACTStudies on the effectiveness of retirement planning programs are relatively scarce. Retirement preparation and planning programs may assist individuals to smooth the transition to retirement and subsequent adjustment. This qualitative study examines the effects of three retirement preparation programs on civil servants in Brazil. Theoretically, the study builds on the transtheoretical model (TTM), also called the stages of change model. Twenty civil servants (aged 53–67) working for the Brazilian government were randomly assigned to one of the three retirement planning programs entitled testimony, short, and extensive. The results of qualitative interviews, conducted 6 months after completion of the programs, show that participants on the extensive program presented a broader array of changes in retirement planning and had progressed through more stages of the TTM than participants who took part in the short and testimony programs. 相似文献
95.
Henriikka Vartiainen Hanna Vuojärvi Kaija Saramäki Miikka Eriksson Ilkka Ratinen Piritta Torssonen Petteri Vanninen Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education. 相似文献
96.
Hanna Schleihauf Esther Herrmann Julia Fischer Jan M. Engelmann 《Child development》2022,93(4):1072-1089
We investigate how the ability to respond appropriately to reasons provided in discourse develops in young children. In Study 1 (N = 58, Germany, 26 girls), 4- and 5-, but not 3-year-old children, differentiated good from bad reasons. In Study 2 (N = 131, Germany, 64 girls), 4- and 5-year-old children considered both the strength of evidence for their initial belief and the quality of socially provided reasons for an alternative view when deciding whether to change their minds. Study 3 (N = 80, the United States, 42 girls, preregistered) shows that 4- and 5-year-old children also consider meta-reasons (reasons about reasons) in their belief revision. These results suggest that by age 4, children possess key critical thinking capacities for participating in public discourse. 相似文献
97.
Brecht Peleman Arianna Lazzari Irma Budginaitė Hanna Siarova Hanan Hauari Jan Peeters Claire Cameron 《European Journal of Education》2018,53(1):9-22
This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective. 相似文献
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100.
Helen Hanna 《Compare》2017,47(1):17-31
It has long been established that an effective citizenship education in a multicultural society must incorporate some exposure to a variety of views on different topics. However, the ability and willingness to deal with difference relating to controversial matters of national identity, narrative and conflict vary. This is not least the case in the ethno-nationally divided and conflict-affected jurisdictions of Northern Ireland and Israel. This article relates qualitative research conducted among students, teachers and policy-makers in these two jurisdictions that explores the area of dealing with difference within citizenship education. Using the starting point of a framework based on international law on education, the article goes on to consider how freedom of expression and non-discrimination are variously interpreted and balanced when exploring controversial issues in the classroom of a divided society. 相似文献