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111.
Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. 相似文献
112.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
113.
Income is not enough: incorporating material hardship into models of income associations with parenting and child development 总被引:2,自引:0,他引:2
Although research has clearly established that low family income has negative impacts on children's cognitive skills and social-emotional competence, less often is a family's experience of material hardship considered. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N=21,255), this study examined dual components of family income and material hardship along with parent mediators of stress, positive parenting, and investment as predictors of 6-year-old children's cognitive skills and social-emotional competence. Support was found for a model that identified unique parent-mediated paths from income to cognitive skills and from income and material hardship to social-emotional competence. The findings have implications for future study of family income and child development and for identification of promising targets for policy intervention. 相似文献
114.
Richard Spoth Linda Trudeau Cleve Redmond Chungyeol Shin Mark E. Feinberg Mark T. Greenberg 《Child development》2019,90(6):1847-1855
This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success. 相似文献
115.
Robinson Clinton Vũ Tú Anh Thị 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):443-470
International Review of Education - In the multilingual environments of Africa, national literacy policies vary in terms of the attention they give to the roles and purposes of local, national and... 相似文献
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The complex environmental challenges humanity faces require citizens who are scientifically and environmentally literate. Many environmental education programs are situated in the field where students are immersed in their learning. These field-based activities are engaging but may lack opportunities for students to develop critical thinking and reasoning skills necessary to be environmentally literate. We suggest a socio-scientific issue (SSI) based teaching approach can increase epistemic engagement and lead to student gains in scientific and environmental literacy. This study describes how we modified an existing field-based ecology course, framing the learning around a local environmental socio-scientific issue. We used a convergent parallel mixed-methods approach to examine the changes in socio-scientific reasoning (SSR) over time for high school students in this course as a measure of scientific and environmental literacy. Results indicate that a focused SSI field-based environmental education curriculum can support development of socio-scientific reasoning and environmental literacy competencies among high school students. 相似文献
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College students (N = 446) and faculty (N = 97) completed a survey examining views of cheating. Agreement was noted on most situations. When differences were noted, students tended to be stricter than faculty in their evaluations and were more likely than faculty to label a situation as cheating. Opinions and views of cheating were influenced more by behavior, whether “premeditated” or “opportunistic,” than by intention. 相似文献