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101.
102.
Marie Jeanne McNaughton 《Environmental Education Research》2004,10(2):139-155
In this paper, I describe part of my research project that examines the use of Educational Drama in Education for Sustainability in the upper stages of the primary school (10‐ and 11‐year‐olds). Central to the research is a small‐scale qualitative research study. Here, I describe the educational focus of the study and outline the methodology. Central to the study was a series of drama lessons (taught by me) based on environmental themes. The lessons link with some of the key aims in Education for Sustainability—to help young people to develop awareness, knowledge and concepts, to encourage positive attitudes and personal lifestyle decisions and to help them to acquire action skills in and for the environment. The locus is within the Scottish education system. A number of key data were generated during the teaching and evaluation of the lessons. These take the form of field notes, children's evaluations of their work and learning, observation schedules, taped interviews with participants and observers and videotapes of the lessons. The analysis of the data is ongoing, but already there is substantial evidence to suggest that the drama was instrumental in helping the children to achieve the learning outcomes set for the lessons. Some of that evidence is presented here. I suggest that the active, participative learning central to drama is particularly useful for allowing children to develop skills in communication, collaboration and expressing ideas and opinions. Also, the immersion in the imagined context and narrative, integral to the ‘stories’ in the drama, allows the children to feel sympathy for and empathy with people who are affected by environmental issues and problems. In giving the children a context for research and in helping them to plan solutions and to suggest alternatives, the drama allows the participants opportunities to rehearse active citizenship and facilitates learning in Education for Sustainability. 相似文献
103.
Anne Martin Rebecca M. Ryan Jeanne Brooks-Gunn 《Early childhood research quarterly》2007,22(4):423-439
Few studies of parenting have considered the possibility that the association between one parent's supportive parenting and a child's early cognition is moderated by the other parent's supportiveness. We test this proposition using a low-income sample of coresident couples. In addition, we cross-classify parents within couples according to their parenting behaviors to test for homogamy. Mothers and fathers were videotaped during separate free-play dyadic interactions with their 2-year-old child, and each parent's behavior was coded according to six scales. K-means cluster analysis was used to describe each parent's pattern of parenting behaviors. Parents were then cross-classified within couples by pattern. There was mixed evidence of homogamous parenting styles within couples. After parents were consolidated into four primary pairings, children in each of these pairings were compared on age 5 math and language scores. Children with two supportive parents scored highest, while those with two unsupportive parents scored lowest. Among children with one supportive parent, the sex of that parent was inconsequential. There were no significant interactions between maternal and paternal supportiveness on either math or language. Thus, it appears that in this low-income sample the combined effects of maternal and paternal supportiveness are additive. 相似文献
104.
OBJECTIVE: There were three aims: (1). assess the prevalence of reported exposure to negative caregiver strategies in a community-based African-American population, (2). examine the sources of variation in caregiver parenting strategies, including demographic variables and child characteristics, (3). investigate whether mental disorders in young adulthood may differ based on reported degree of exposure to negative strategies. METHOD: The participants were 1197 African-Americans involved in a 1999-2001 young adult follow-up (age M=19.6, SD=.6) of an evaluation of school-based interventions in the Baltimore, MD metropolitan area. Measures included teacher-report of child aggression in first grade, parent-report of demographic variables in first and sixth grade, and young adult self-report of symptomatology, suicidal behaviors, and childhood caregiver discipline strategies. RESULTS: Fifty-four percent of the sample reported some use of physical discipline by caregivers. Lower family income and younger caregiver age, as well as teacher reports of child aggression, were related to reports of caregiver's high use of negative strategies. In addition, young adults who reported a high rate of negative caregiver strategies had a significantly increased risk for psychopathology and were over twice as likely to have experienced a history of suicidal ideation than those reporting low exposure.CONCLUSIONS: The results demonstrate the importance of examining variation in this population, with the poorest and the youngest using negative parenting strategies more frequently. In addition, the present study replicated previous findings of the link between negative caregiver discipline strategies and psychopathology. This association appears robust across diverse populations. The implications for preventive interventions are discussed. 相似文献
105.
Jared A. Danielson Eric M. Mills Pamela J. Vermeer Vanessa A. Preast Karen M. Young Mary M. Christopher Jeanne W. George R. Darren Wood Holly S. Bender 《Educational technology research and development : ETR & D》2007,55(5):499-520
Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning
diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete
case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly
higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding
to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement
of completeness appear to aid learning most. 相似文献
106.
Margaret Burchinal Lauren Nelson Mary Carlson Jeanne Brooks-Gunn 《Early education and development》2013,24(5):702-725
Research Findings: Using data from the Project on Human Development in Chicago Neighborhoods, this article relates neighborhood characteristics to the type of child care used in families with toddlers and preschoolers (N = 1,121; representative of children in Chicago in 1996–1998). Neighborhood structural disadvantage was assessed via U.S. Census data, and neighborhood processes (i.e., density of social networks, collective efficacy, and level of participation in neighborhood organizations) were accessed with a community survey. Child care decisions (i.e., whether they chose care in centers; child care homes by non-relative, by relatives, and exclusively by parents) and the quality of center child care (Early Childhood Environment Rating Scale–Revised) were assessed in a longitudinal sample. After controlling for family characteristics, various neighborhood characteristics were related to child care characteristics. In communities with denser social networks, children were less likely to experience care in child care homes by unrelated adults. Children were more likely to be in child care homes and less likely to cared for by parents exclusively or by relatives when collective efficacy was higher. Center care quality was lower in disadvantaged neighborhoods and higher for publicly funded programs. Further, neighborhood structural disadvantage was more negatively related to quality when mothers had less education. Practice or Policy: These findings provide further evidence that public programs such as Head Start and public pre-kindergarten programs may be especially important to ensure that children living in poverty in disadvantaged neighborhoods have access to the types of child care that promote school readiness. 相似文献
107.
Jeanne Maree Allen Kerry Howells Ruth Radford 《Asia-Pacific Journal of Teacher Education》2013,41(1):99-110
This paper reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership, currently in its third year of implementation, entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. The foundational aims of the partnership include addressing the gap between theory and practice, facilitating pre-service teacher recruitment and providing a guarantee of future employment for identified Faculty of Education students through the provision of pre-service teacher scholarships. Data for the study were collected via two program reviews, conducted at the end of the first and third years of the program. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership. 相似文献
108.
Andrew Sinclair Jeanne Basinger Alison Reid John C. Stubbs Constance D. Markley Marc Lenzini 《Communication Booknotes Quarterly》2013,44(4):78-80
Andrew Sinclair, John Ford (New York: The Dial Press, 1979 – $11.95) Jeanne Basinger, Anthony Mann (Boston: Twayne Publishers, 1979 – $10.95) Richard Leiterman by Alison Reid (120 pages, $5.50 in paper) Federico Fellini: A Guide to References and Resources by John C. Stubbs with Constance D. Markley and Marc Lenzini (246 pages, $30.00) Richard Lester: A Guide to References and Resources by Diane Rosenfeldt (152 pages, $15.00) Ernest Lubitsch: A Guide to References and Resources by Robert Carringer and Barry Sabath (262 pages, $20.00) Sidney Lumet: A Guide to References and Resources by Stephen E. Bowles (151 pages, $15.50) Ken Russell: A Guide to References and Resources by Diane Rosenfeldt (140 pages, $14.00) John Schlesinger: A Guide to References and Resources by Nancy J. Brooker (130 pages, $14.00) Frederick Wiseman: A Guide to References and Resources by Liz Ellsworth (212 pages, $ 24.95) 相似文献
109.
Henry J. Montoye Jeanne Sherburne Kenneth Ackerman Evelyn M. Jones Dena Cederquist 《Research quarterly for exercise and sport》2013,84(3):430-438
Abstract This study investigated the effects of exercise on blood cholesterol and correlated those effects with estimates of body fat through experiments with 45 albino weanling rats (15 litter mate trios). The rats were confined to individual cages in a temperature-controlled room and fed a stock diet until they were 11 weeks old. At this time the trios were divided. Group A was continued on a stock diet and exercised for an hour in the morning and an hour in the afternoon by forced swimming. Group B was subjected to the same exercise but a portion of the stock diet was replaced with powdered whole milk, so that 30 percent of the caloric intake was derived from the whole milk supplement. Group C was fed the stock diet but activity was restricted. After 15 weeks blood samples were taken, the animals sacrificed, and the heart and adrenals weighed. The specific gravity of the carcass was also determined. Exercise resulted in a statistically significant decrease in total and free blood serum cholesterol concentration. These animals were also leaner and had larger hearts and adrenal glands. Serum cholesterol was negatively related to carcass specific gravity. The milk supplement had no significant effect on any of these measures. Several possible explanations for the effects of exercise on blood cholesterol are discussed. 相似文献