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131.
Lisa Wiltbank Kurt Williams Rachel Salter Lauren Marciniak Emily Sederstrom Melody McConnell 《Assessment & Evaluation in Higher Education》2019,44(3):431-448
As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning. 相似文献
132.
Lauren Brochu 《New Review of Academic Librarianship》2019,25(1):49-58
In the changing landscape of libraries and the roles of librarians, the area of Research Data Management (RDM) is emerging with new opportunities and challenges. This literature review identifies the current levels of publication that deal with the relationship of the librarian and their role in the research data management process and provides an examination of institutional research policies supporting collaboration of librarians as part of the research team. 相似文献
133.
Due to its associated injury risk, rotational traction is a frequently measured natural turf surface property. The most commonly used equipment, the studded boot apparatus (SBA), consists of a circular stud configuration that does not replicate the stud pattern on a regular football boot and may under or over estimate the surface traction. The aim of this study was to establish potential differences in the rotational traction measured between the current stud configuration on the SBA and the stud configuration on the most commonly used Australian football boots. The original studded boot had significantly higher rotational traction than the moulded stud sole or bladed sole. Location, quality and time tested all interacted significantly with the rotational traction measured. The current SBA may not accurately represent the rotational traction experienced by football players, and consequently may not be the most appropriate configuration to assess the relationship between rotational traction and injuries. 相似文献
134.
Pisani Lauren Seiden Jonathan Wolf Sharon 《Educational Assessment, Evaluation and Accountability》2022,34(2):173-194
Educational Assessment, Evaluation and Accountability - Early childhood care and education (ECCE) programs are an important mechanism for supporting foundational skill development and successful... 相似文献
135.
Lin Tan Brenda L. Volling Richard Gonzalez Jennifer LaBounty Lauren Rosenberg 《Child development》2022,93(3):e299-e314
Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1-, 2-, and 3-year-olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false-belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity. 相似文献
136.
Lauren B. Adamson Roger Bakeman Deborah F. Deckner P. Brooke Nelson 《Child development》2014,85(3):941-955
This research traces the development of symbol‐infused joint engagement during mother–child interactions into the preschool years. Forty‐nine children, who had been previously observed as toddlers (L. B. Adamson, R. Bakeman, & D. F. Deckner, 2004 ), were systematically observed during interactions with their mothers at ages 3½, 4½, and 5½ during activities related to the past and future, internal states, and graphic systems. Although the amount of symbol‐infused joint engagement reached a ceiling by 3½, its focus continued to become more complex and its form more balanced. Individual differences in children's symbol‐infused joint engagement were stable across 4 years. These findings highlight both how joint engagement is transformed as conversational skills develop and how it remains rooted in earlier interactions and supported by caregiver's actions. 相似文献
137.
Brad A. Dufrene Lauren Lestremau Kimberly Zoder‐Martell 《Psychology in the schools》2014,51(6):567-580
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings. 相似文献
138.
Lauren M. Irwin John J. Skowronski Julie L. Crouch Joel S. Milner Bettina Zengel 《Child abuse & neglect》2014
This study examined whether caregivers who exhibit high risk for child physical abuse differ from low-risk caregivers in reactions to transgressing children. Caregivers read vignettes describing child transgressions. These vignettes varied in: (a) the type of transgression described (moral, conventional, personal), (b) presentation of transgression-mitigating information (present, absent), and (c) whether a directive to avoid the transgression was in the vignette (yes, no). After reading each vignette, caregivers provided ratings reflecting their: (a) perceptions of transgression wrongness, (b) internal attributions about the transgressing child, (c) perceptions of the transgressing child's hostile intent, (d) own expected negative post-transgression affect, and (e) perceived likelihood of responding to the transgression with discipline that displayed power assertion and/or induction. For moral transgressions (cruelty, dishonesty, hostility, or greed), mitigating information reduced caregiver expectations that they would feel negative affect and, subsequent to the transgression, use disciplinary strategies that display power assertion. These mitigating effects were smaller among at-risk caregivers than among low-risk caregivers. Moreover, when transgressions disobeyed a directive, among low-risk caregivers, mitigating information reduced the expectation that responses to transgressions would include inductive disciplinary strategies, but it did not do so among at-risk caregivers. In certain circumstances, compared to low-risk caregivers, at-risk caregivers expect to be relatively unaffected by transgression-mitigating information. These results suggest that interventions that increase an at-risk caregiver's ability to properly assess and integrate mitigating information may play a role in reducing the caregiver's risk of child physical abuse. 相似文献
139.
Tuba Ketenci Brendan Calandra Lauren Margulieux Jonathan Cohen 《Journal of Research on Technology in Education》2019,51(1):63-76
This study, which took place during a 7-week middle school computing course, used structural equation modeling to examine the overall cumulative relationship between self-efficacy, interest, and prior computing experience and students’ computer science learning outcomes. The findings indicated that 52% of the variance of student success, measured by a computational thinking quiz and rubric-based evaluations of participants’ computing artifacts, was related to the aforementioned learner characteristics. These findings have implications for theory and practice and suggest that future research and instructional design practice in K–12 computing education should take these learner characteristics into account. 相似文献
140.