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131.
This study examined effects on kindergartners (n = 131) of two approaches to vocabulary instruction, repetition and interactive, and a control condition, along a progression of language processing, using a within subject design. The repetition condition featured repeated readings of a story and practice with definitions. The interactive condition featured multiple contexts and active processing of the words. Students were assessed with experimenter-designed measures of meaning recognition, comprehension, and production. Repetition and interactive approaches enabled students’ recognition of word meanings and higher-order processing compared to the control. Two measures of higher-order processing showed advantage for interactive instruction relative to repetition instruction. 相似文献
132.
Conchi San Martín Ignacio Montero M. Isabel Navarro Barbara Biglia 《Early childhood research quarterly》2014
In this study, we examine the development of referential communicative regulation, incorporating the Vygotskian notion of private speech. From this perspective, private speech may serve a regulatory role when the child speaker is focused on what to say when speaking to others. In a longitudinal study carried out with 10 pairs of children with a mean age of 4.5, 6.5, and 8.5 years, we analyzed the relationship between the capacity of the child in the speaker role to modify messages, increasing their informative quality, the presence of private speech embedded in the messages, and the emergence of prior questions by the child in the listener role aimed at clarifying some aspect of the message. We found that the number of modified messages, the mean frequency of private speech in the messages, and the number of peer's questions all increase with age. Only in the case of the modified messages by the speaker did we find a triple interaction among age, use of private speech, and the presence of peer's questions. At 8.5 years, the presence of peer's questions and subsequent use of private speech appeared together for the majority of the modified messages. This was not the case at the ages 4.5 or 6.5. In line with Vygotsky's theses, private speech would play an important role to allow communicators to reflect on the quality of their communicative utterances, and to modify and improve them accordingly. In this process, the capacity to improve message accuracy by coordinating private speech with peer questioning clearly emerges with age. 相似文献
133.
Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students’ social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and subsequent teacher education to adequately prepare them for such realities. This paper reports the findings of a study that investigated teacher perspectives on student mental health and mental health education, including their sense of self-efficacy in relation to promoting and supporting children’s mental well-being in schools. These findings highlight a complex interplay between teachers’ constructions of ‘mental health’, the importance they place on mental health promotion in schools, issues of teacher confidence, role identity conflict and school culture, as well as teachers’ own sense of mental well-being. The discussion signals a need to pay close attention to the assumptions, values, beliefs and attitudes of teachers in relation to children’s mental health since these are integral to their confidence and skill in supporting children’s social and emotional well-being. 相似文献
134.
Graves’ disease (GD) is an organ-specific heterogenous autoimmune disorder associated with T-lymphocyte abnormality affecting
the thyroid, eyes and skin. GD is a multifactorial disease that develops as a result of complex interaction between genetic
susceptibility genes and environmental factors. It has been suggested that the Cytotoxic T lymphocytes associated molecule-4
(CTLA-4) is a genetic susceptibility candidate for GD. The present study was focused on A/G polymorphism at position 49 in
exon-1 of the CTLA-4 gene in 80 GD patients (GP) and 80 sex and age matched healthy individuals among South Indian (Madurai)
population. Serum concentrations of thyroid hormone (T4, T3 and TSH) were determined by using automated analyzer. The genomic DNA was isolated from the patient and control groups and
genotyping was performed using the polymerase chain reaction followed by restriction enzyme analysis using Bbv1. Significant difference (P < 0.001) was observed in the level of T3, T4 and TSH in GD patients and healthy individuals. The results revealed the CTLA-4 gene G/G genotype to be 32 (40%) in patients
and 26 (32.50%) in healthy individuals, A/G genotype to be 37 (46.25%) in patients and 25 (31.25%) in healthy individuals
and A/A genotype to be 11 (13.75%) in patients and 29 (36.25%) in healthy individuals. The calculated odds ratio (OR) in individuals
with mutant genotype (GG/AG) reveal 3.6 fold risk for GD (95% confidence interval = 1.6–7.8). The mutant “G” allele frequency
was observed to be 0.63 in GD patients and 0.48 in healthy individuals. Thus the present study demonstrates an association
between the CTLA-4 gene polymorphism and Graves’ disease. 相似文献
135.
Smith Angela Rubio-Rico Lourdes McClelland Gabrielle Tracy Monserrate-Gómez Sílvia Font-Jiménez Isabel de Molina-Fernández Inmaculada 《Education and Information Technologies》2022,27(5):6847-6867
Education and Information Technologies - This paper presents the process of co-design, co-production, piloting, evaluation and revision of an Integrated Digital Literacy and Language Toolkit for... 相似文献
136.
Gueudet Ghislaine Buteau Chantal Muller Eric Mgombelo Joyce Sacristn Ana Isabel Rodriguez Marisol Santacruz 《Educational Studies in Mathematics》2022,110(2):353-377
Educational Studies in Mathematics - We are interested in understanding how university students learn to use programming as a tool for “authentic” mathematical investigations (i.e.,... 相似文献
137.
Abstract The aims of this study were twofold: (a) to determine if dispositional achievement goal orientation profiles that are reported in the literature would be observed in a sample of youth athletes, and (b) to examine potential achievement goal orientation profile differences on perceptions of the motivational climate, perceptions of peer relationships, and motivation-related responses. Male soccer players (n = 223) aged 9–12 years (mean = 10.9, s = 0.6) completed a multi-section questionnaire containing assessments of dispositional goal (task, ego) orientations, the perceived task- and ego-involving features of the motivational climate, perceived peer acceptance and friendship quality (positive friendship quality, conflict), perceived ability, soccer enjoyment, and satisfaction with one's performance and the team. Four profiles were observed that closely matched those observed by Hodge and Petlichkoff (2000), though in the present study a lower proportion of participants exhibited achievement goal profiles consisting of relatively high ego orientation. Achievement goal profile differences were found for all variables except positive friendship quality, with a general trend for those reporting relatively lower task goal orientation to exhibit less adaptive responses. Overall, the findings support achievement goal frameworks (e.g. Nicholls, 1989) and suggest that further examination of dispositional achievement goals may afford a deeper understanding of social relationships and motivational processes in youth sport. 相似文献
138.
Evaluating the impact of an environmental education programme: an empirical study in Mexico 总被引:1,自引:1,他引:0
Isabel Ruiz‐Mallen Laura Barraza Barbara Bodenhorn Victoria Reyes‐García 《Environmental Education Research》2009,15(3):371-387
This study draws on information from 11 in‐depth interviews, two focus groups and 72 written questionnaires to evaluate an extra‐curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological knowledge of 72 students. Qualitative feedback suggests that students learnt about forestry, acquired greater awareness of the importance of conservation for the local environment and enjoyed the participatory teaching methods used in the programme. Quantitative results show a positive and significant association between the number of times a student participated in the programme and the student’s ecological knowledge. Students who participated in the programme once had a 16.3% higher knowledge on ecological concepts and knew, on average, 1.5 more local forest plants than students who never attended it (p<.001). Findings suggest that the inclusion of participatory environmental education programmes in preparatory schools would improve the acquisition of ecological knowledge. Further research could consider the consistency of the findings by replicating participatory methods presented here and by using an experimental research design. 相似文献
139.
The production of written syntheses, which requires reading various sources and integrating information from these sources
into one’s own text, has been characterised as a potentially useful task for promoting constructive learning. This article
describes research aimed at examining and characterising written syntheses and the processes involved in producing them.
A case study was carried out of 45 students from four different educational levels (ranging from secondary school to university)
performing synthesis tasks set by their teachers. An analysis was made of the synthesis tasks set and the syntheses produced,
the prototypical procedures carried out at each educational level, and the quality of the written products. 相似文献
140.
Jesús Suárez-Rodríguez Gonzalo Almerich Natividad Orellana Isabel Díaz-García 《Educational technology research and development : ETR & D》2018,66(5):1165-1187
The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers’ ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers’ integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers’ ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT. 相似文献