Differential Effects of a Multimedia Goal-Based Scenario to Teach Introductory Biochemistry—Who Benefits Most?

Journal of Science Education and Technology - This study investigated the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson...     

Meeting basic needs: Health and safety practices in feeding and diapering infants

Summary Diapering and feeding are two vitally important routines in meeting basic needs of infants. Such routine times provide opportunities for enhancing infants' development through interaction with others. Feeding and diapering times are ideal for one-to-one interaction with infants. Caregivers are encouraged to speak directly with children, asking questions and responding to infant vocalizations with verbal and nonverbal (e.g., smile, head nod) communications. Adults can also label infant body parts as well as the items used in the process of feeding and diapering. Singing simple songs and reciting rhymes can also be incorporated into routine times. Early childhood professionals educating and caring for infants are encouraged to review the procedures used in diapering and feeding. Assessing whether procedures assure safe and healthy conditions for infants is an important component of quality care.     

Inventing and commemorating Queen Elizabeth School,Ilorin, in Nigeria (1956–2016)

ABSTRACT

This article explores the establishment of Queen Elizabeth School (QES), the first government secondary school for girls in Northern Nigeria in 1956, and commemorations in 1961, 1981 and 2016. Connecting past and present, several invented traditions were deployed to socialise students, secure QES’s reputation and status, and foster national unity among Nigeria’s diverse peoples. In 1961, British Woman Education Officer Kathleen Player, the foundation principal, highlighted QES’s alignment with the traditions of the British Public school and its commitment to ‘unity in diversity’ following Nigeria’s independence in 1960. She was honoured during QES’s twenty-fifth anniversary in 1981, and new traditions promoted institutional and national loyalties. However, the 2016 commemoration coincided with the fiftieth anniversary of the assassination of Sir Ahmado Bello, the Premier of Northern Nigeria (1954–1966). In this context, Player’s legacy and the colonial past were marginalised in favour of Bello as founder of QES and symbol of national unity.     

Summer sun brings ice cream fun

Conclusion When everything tastes like ice cream in the classroom, what a fantastic experience is in store for the children. The many valuable opportunities afforded in this play center help expand the child's world. Interraction between children sorting (the flavors or colors of pom poms), creative use of imaginations, and thought process opportunities are all a part of the learning that is taking place. This center naturally lends itself to role playing. The combination of props and materials encourages complex levels of dramatic play to evolve among the children. The play can range from simple dramatic play such as dipping ice cream and filling cups and cones to a more sophisticated level of dramatic play when children begin role play as ice cream attendants and customers. The ice cream parlor center is enjoyed by both boys and girls and is developmentally appropriate for children ranging in age from two to six years old. The ease in developing this center, the simple set up, the low cost, and the opportunities for child-initiated play make this center appealing to teachers who continually search for enriching experiences to offer their children. The reward the center brings the children far exceeds the efforts required by the teacher. Carolyn Bond is Director of 12 years, and Kay Gregory is Associate Director of 8 years at the children's Discovery Center in Plano, Texas.     

Improving student achievement

A cognitive processing capacity model of teaching and studying improved immediate posttest and delayed posttest performances of low-ability students, while it reduced performance differences between the low- and high-ability students. A skeletal study outline and a restudy and retest provision also made positive contributions to performance.     

A treatment and education program for parents and children who are at-risk of abuse and neglect

A treatment program for families at-risk of abusive or neglectful parenting was described and evaluated. The program combined intervention strategies and concepts based on research on abuse, early intervention, education and social service. Treatment and education for the parent and child were provided in the three services of the program: Home-Based, Family School, and Neighborhood Peer Support Groups. At-risk families were identified by a high-risk stress index. Program evaluation was based on 46 families and their 74 preschool-age children. Data collected were: incidence of child abuse or neglect, family stresses, observations of parent-child interactions, family goal measurement, and developmental testing of the children. A significant reduction occurred in the number of children abused or neglected as compared to a similar high-risk, nonintervention sample. The family stresses were reduced, parent-child interactions improved, and the intellectual decline of the children was prevented. Families who participated in all three services gained the most from the program.     

The Effects of Role Congruence and Role Conflict on Work,Marital, and Life Satisfaction

The impact of role congruence and role conflict on work, marital, and life satisfaction was studied using Super’s life-span, life-space theory. A conceptual model of relationships between these variables was proposed, and gender differences were examined. Participants were 35 male and 60 female college graduates who completed surveys by mail. Results indicated adequate fit for the proposed model. Results of gender analyses indicated that women in this study participated more in parenting and housework, whereas men participated more in career and leisure activities. Despite the differences in actual role participation, no gender differences were found regarding ideal role participation. Both men and women reported that the parent role was most rewarding. Implications for counselors and directions for future research were discussed.