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171.
Melissa E. Libertus 《Mind, Brain, and Education》2015,9(2):112-120
Research has shown that educated children and adults have access to two ways of representing numerical information: an approximate number system (ANS) that is present from birth and allows for quick approximations of numbers of objects encountered in one's environment, and an exact number system (ENS) that is acquired through experience and instruction, that requires an understanding of language and symbols, and that is at the core of school math abilities. While these two systems are distinct, individual differences in the acuity of the ANS predict later math abilities and advancing the ENS leads to increases in the acuity of the ANS suggesting a reciprocal connection between the two systems. Recently, the focus of the field has turned toward elucidating the mechanisms that underlie this connection, but more work is also needed to understand the sources of individual differences in the ANS and ENS in the first place. 相似文献
172.
Ravit Golan Duncan Vicky Pilitsis Melissa Piegaro 《Journal of Science Teacher Education》2010,21(1):81-102
Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable
challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education
programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials.
We describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses. The study characterizes
the development of preservice teachers’ ability to critique and revise instructional materials. Our findings suggest that
teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
In particular, the teachers’ critiques and revisions increased in sophistication after engaging in instructional design activities
during the second methods course. 相似文献
173.
Long-distance travel to provide mental health services for deaf people has implications for efficiency, safety, and equality of service. However, uptake of Telemental Health (TMH) has been slow in both deaf and general mental health services. A quantitative study was used to investigate access to TMH and whether staff confidence, experience, or demographics affect TMH use. It was concluded that staff in neither deaf mental health services nor general mental health services had adequate knowledge of or access to TMH. Staff expressed concerns over TMH's appropriateness in their work. Previous use of videoconferencing was assosciated significantly with confidence, but previous use of videophones was not. Neither staff in deaf services nor deaf staff were more experienced with or more confident about videoconferencing, whereas, within deaf services, deaf staff were significantly more confident about videophone use. Training implications are discussed. 相似文献
174.
OBJECTIVE: This study uses administrative data to track the first re-reports of maltreatment in a low-income, urban child welfare population (n=4957) while controlling for other public service involvement. Service system involvement is explored across the following sectors: Child Welfare, Income Maintenance, Special Education, Juvenile Court, and various forms of Medicaid-reimbursed medical or mental health care. This study builds knowledge by adding the services dimension to an ecological framework for analyses and by following recurrence for a longer period of time than prior investigations (7.5 years). METHOD: We model the re-reporting of a child for maltreatment as a function of child, caregiver, service, and neighborhood characteristics using data from birth records, child welfare, income maintenance, Medicaid, adult corrections, juvenile court, special education, law enforcement, and census sources. Bivariate and multivariate analyses are presented, the latter using Cox regression with a robust sandwich covariance matrix estimate to account for the intracluster dependence within tracts. RESULTS: Key results across bivariate and multivariate analyses included a lower rate of re-reporting among children with parents who were high school graduates and/or permanently exited from the first spell on AFDC (p<.0001); and for children in families that received less intensive in-home services compared to those not receiving services, receiving intensive in-home, or foster care services (p<.0001). Higher rates of re-reporting were found for children with Medicaid mental health/substance abuse treatment records (p<.0001) and special education eligibility for emotional disturbance (p<.005). CONCLUSIONS: Caretaker characteristics and non-child welfare service use patterns had a strong association with the likelihood of a child being re-reported to the child welfare agency and should be more heavily attended to by child welfare workers. High rates of service sector overlap suggest that interagency ties and cooperation should be strengthened. The lower risk associated with less intensive in-home services compared to un-served cases may indicate under-identification of in-home service eligibility following a first report of maltreatment. 相似文献
175.
Protective effects of ethnic identity on daily psychological well-being were examined in a sample of 415 ninth graders from Mexican and Chinese backgrounds. Utilizing daily diary assessments and multilevel modeling, adolescents with a greater regard for their ethnic group exhibited greater levels of daily happiness and less daily anxiety averaged over the 2-week study period. Ethnic regard moderated the daily association between normative stressful demands and happiness, and between stressful demands and happiness experienced 1 day after stressors occurred. Moderating effects were significant even after controlling for self-esteem. Although no buffering effects of ethnic centrality were found, the results point to the positive influence of ethnic regard in the daily lives of adolescents from ethnic minority backgrounds. 相似文献
176.
This multi-method study sought to identify parameters of developmental change and stability of child reaction patterns to interparental conflict in the context of family relations in a sample of 223 6-year-old children and their parents followed over the course of one year. Consistent with the sensitization hypothesis, interparental withdrawal and hostility each consistently and uniquely predicted child distress reactions to conflict even after analytically controlling for parental warmth. Associations were found across multiple domains of child responding (i.e., overt negative affect, subjective negative affect, internal representations) and both concurrent and prospective, autoregressive analyses. Results of the autoregressive path analyses indicated moderate stability in each of the domains of conflict reactivity over the 1-year longitudinal period. 相似文献
177.
178.
179.
The relative effects of group size on reading progress of older students with reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献
180.