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351.
Jillian L. Wendt Amanda Rockinson-Szapkiw Megan Cordes 《The Journal of educational research》2018,111(6):666-677
The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed. 相似文献
352.
353.
William R. Jenson Daniel Olympia Megan Farley Elaine Clark 《Psychology in the schools》2004,41(1):67-79
Students with externalizing disorders make up from three to five percent of the population in public school classrooms and are some of the most difficult students to manage in an educational setting. Behavioral excesses and deficits exhibited by these students are a major factor in poor retention rates for new teachers while the students themselves have the highest school drop out rates and experience some of the most restrictive educational settings of any disability. The authors of this article draw upon recent theoretical and applied work in the study of optimism to describe several essential elements of positive psychology and optimal functioning that may be unavailable or lacking in the lives of these students. A variety of factors intrinsic to the nature of these students, as well as environmental and interpersonal factors, are described. These factors often place these students in a “sea of negativity” with minimal opportunities for positive educational experiences or personal relationships. Vigorous debate concerning the effects of positive reinforcement on motivation, academic functioning, and other variables also continues. However, recent advances in proactive behavior management strategies (i.e., positive behavioral support, whole school management/discipline, etc.) are promising, despite a lack of sufficient data to draw firm conclusions. The authors describe several student, teacher, and classroom programs that provide empirically based strategies to promote positive successful experiences and high rates of praise for students with externalizing behavior disorders. Without components of positive psychology it is very likely that schools will continue to lose these students, and at a significant cost to society down the road. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 67–79, 2004. 相似文献
354.
355.
Cultural Studies of Science Education - Social and cultural practices in learning settings are sites for leveraging and/or remediating sustainable and just conceptions of nature–culture... 相似文献
356.
Nicole Megan Edwards 《Early Childhood Education Journal》2018,46(4):397-407
Although early childhood programs are encouraged to facilitate meaningful home-school collaboration, use of family feedback to inform programmatic decisions may be underutilized in practice. In a birth-five childcare program in the Northeastern United States, families rated level of satisfaction with and shared open-ended comments on eight aspects of the program anticipated to be observed at arrival/dismissal (e.g., class environment, teacher–teacher interactions, teacher–child interactions, teacher–family interactions) in an anonymous end-of-year survey (70% response rate). Program administrators then participated in a 90-min focus group to discuss aggregated findings. Content analysis revealed noteworthy insights regarding initial reactions and proposed recommendations. The program director noted which proposed changes were implemented several months later. Results and implications are discussed, including the importance of birth-five professionals seeking anonymous feedback from families, allotting dedicated time to reflect on and address concerns, and notifying families of specifically how their input is being used to inform programmatic improvements. 相似文献
357.
Megan Britt Shana Pribesh KaaVonia Hinton-Johnson Abha Gupta 《Community College Journal of Research & Practice》2018,42(10):693-707
Mindful breathing has been linked to changes in physiology, but we took the practice further by examining whether a mindfulness breathing intervention, a three-minute breathing exercise marked by focused attention on the sensations of breath, affected writing anxiety, and writing performance measures. In addition, we examined mindful breathing as an intervention for community college students—some of the most at risk and underprepared students in higher education in the United States. We compared Daly Miller Writing Apprehension surveys and narrative writing samples from 277 students enrolled in a freshman composition course at a southeastern community college, half of the class sections were randomly assigned to practice a mindful-breathing technique at the beginning of class sessions. Students in the class sections that practiced mindful-breathing group experienced a statistically significant decrease in writing apprehension and mechanical error scores from pre- to post-test when compared to students in the comparison class sections. 相似文献
358.
Megan Watkins 《British Journal of Sociology of Education》2018,39(1):47-60
In Bourdieu’s early work on education, he declares that ‘All pedagogic action (PA) is objectively symbolic violence insofar as it is the imposition of a cultural arbitrary by an arbitrary power’. This article rethinks Bourdieu’s proposition. It questions whether all PA is symbolic violence and the very notion of a cultural arbitrary upon which this view is based. For Bourdieu, culture is framed narrowly in terms of class, and pedagogy a mechanism by which it is reproduced. As such, it functions as a form of violence having much in common with Foucault’s notion of discipline. Unlike Foucault, however, who also acknowledges the enabling potential of power as a technology of the self, Bourdieu has no such equivalent. His concept of PA leaves little room for capacitation wherein, rather than a cultural arbitrary, certain skills can be seen to have an inherent use value equipping individuals with capacities that are a means for social transformation. 相似文献
359.
The purpose of this study was to quantify the relationship between changes in test measures and changes in competition performance for individual elite swimmers. The 24 male and 16 female swimmers, who were monitored for 3.6 years (s = 2.5), raced in a major competition at the end of each 6-month season (3.6 competitions, s = 2.2). A 7 x 200-m incremental swimming step-test and anthropometry were conducted in up to four training phases each season. Correlations of changes in step-test and anthropometry measures between training phases and seasons with changes in competition performance between seasons were derived with repeated-measures mixed-modelling and linear regression. Changes in competition performance were best tracked by changes in test measures between taper phases. The best single predictor of competition performance was skinfolds for females (r = -0.53). The best predictor from the step-test was stroke rate at a blood lactate concentration of 4 mmol x l(-1) (females: r = 0.46; males: r = 0.41); inclusion of the second-best step-test predictor in a multiple linear regression improved the correlations (females: r = 0.52 with speed in the seventh step included; males: r = 0.58 with peak lactate concentration included). In conclusion, a combination of fitness and technique factors is important for competitive performance. The step-test is a useful adjunct in a swimmer's training preparation for tracking large changes in performance. 相似文献
360.
Mahon AD Marjerrison AD Lee JD Woodruff ME Hanna LE 《Research quarterly for exercise and sport》2010,81(4):466-471
In this study, we compared measured maximal heart rate (HRmax) to two different HRmax prediction equations [22 - age and 208 - 0.7(age)] in 52 children ages 7-17 years. We determined the relationship of chronological age, maturational age, and resting HR to measured HRmax and assessed seated resting HR and HRmax during a graded exercise test. Maturational age was calculated as the maturity offset in years from the estimated age at peak height velocity. Measured HRmax was 201 +/- 10 bpm, whereas predicted HRmax ranged from 199 to 208 bpm. Measured HRmax and the predicted value from the 208 - 0.7(age) prediction were similar but lower (p < .05) than the 220 - age prediction. Absolute differences between measured and predicted HRmax were 8 +/- 5 and 10 +/- 8 bpm for the 208 - 0.7 (age) and 220 - age equations, respectively, and were greater than zero (p < .05). Regression equations using resting HR and maturity offset or chronological age significantly predicted HRmax, although the R2 < .30 and the standard error of estimation (8.2-8.5) limits the accuracy. The 208 - 0.7(age) equation can closely predict mean HRmax in children, but individual variation is still apparent. 相似文献