Research indicates that significant groups of older people are using Internet/e-mail technology. Using data from a 2007 random sample of 1,680 New Zealanders aged 65–84, predictors of Internet/e-mail usage and the impact of usage on well-being were investigated. Gender, age, education, household composition, income, and work were significant predictors of Internet/e-mail usage. Significant positive relationships were also found between Internet/e-mail usage, self-rated health, leisure/recreation participation and leadership, and well-being. These research findings suggest that public policies should encourage older people to adopt Internet/e-mail technology to ensure continued participation, learning, and well-being throughout later years. 相似文献
Relations between children's sleep and cognitive functioning were examined over 2 years, and race and socioeconomic status were assessed as moderators of effects. Third-grade African American and European American children ( N = 166; M = 8.72 years) participated at Time 1 and again 2 years later ( N = 132). At both Time 1 and Time 2, sleep was examined via self-report and actigraphy. Children were administered selected tests from the Woodcock–Johnson III Tests of Cognitive Abilities, and Stanford Achievement Test scores were obtained from schools. Children's sleep was related to intellectual ability and academic achievement. Results build substantially on an emerging literature supportive of the importance of sleep in children. 相似文献
The Woodcock Language Proficiency Battery (WLPB) was administered to 18 learning-disabled adolescents from a culturally variant population in rural southern Louisiana and to a matching group of normal achievers. ANOVA results revealed that group status (learning-disabled vs. normally achieving) had a significant effect on cluster scores (Oral Language, Reading, and Written Language), p < .001. Significant effects for cluster scores were not discovered; however, the significant interaction (p < .05) between subjects and cluster scores was determined to be the result of group differences on all cluster scores. Kolmogorov-Smirnov Z-test results indicated that all WLPB cluster scores for the learning-disabled group were significantly lower (p < .001) than the test's means for each of these clusters; but, for the achieving group, only the Oral Language Cluster mean was significantly lower than the WLPB mean, p < .001. Additional t-test investigation revealed that the learning-disabled group means were significantly lower than the achieving group means on all subtests except for Picture Vocabulary. A modified contrastive linguistic analysis did not uncover the existence of test bias for semantics when error responses were evaluated. The results of this study suggest that the WLPB may be a useful tool for culturally diverse students when interpretation is based on a community norm perspective. 相似文献
Retrospective perceived child-rearing practices reported by three culturally different groups of college students—Latin Americans (n = 164), CubanAmericans (n = 127), and Anglo-Americans (n = 154)—on sixteen parent practices variables were compared using a 2 (sex) × 3 (cultural group) multivariate analysis of covariance with social class as the covariate. Cuban-American mothers were perceived as more similar to Anglo than to Latin mothers, specifically in their use of disciplinary techniques. Cuban-American mothers and fathers were perceived as applying the greatest amount of achievement pressure. Anglo fathers were perceived as using physical punishment significantly more than Cuban and Latin American fathers. Overall the results provide some support for previous findings in the literature but indicate that the results in the literature on child-rearing practices comparing Anglos to Mexicans and Mexican-Americans are not easily generalizable to other Hispanic or Latin American groups. 相似文献
When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?” 相似文献
It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective
for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes
the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios
in two different early childhood education programs. The goals of the model, the six steps followed and the participants'
responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing
teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs.
Also early childhood teacher education students can benefit from the design and implementation of ECPAP. 相似文献
We investigated the effects of a self‐regulatory intervention strategy designed to improve middle‐school students’ calibration accuracy, self‐regulatory skills, and math achievement. Focusing on self‐monitoring and self‐reflection as the two key processes of this intervention in relation to improving students’ math achievement and overall self‐regulation, we randomly assigned 30 sixth‐and seventh‐grade students to either a treatment or a delayed‐treatment control group. At the conclusion of the intervention, we conducted interviews to unearth students’ sources of calibration judgments. Results showed that participants who received the intervention had significantly higher math performance and predictive/postdictive calibration accuracy than did the control group. We provided educational implications of our findings for psychologists and educators. 相似文献
Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an ethos of intentionality, that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers’ implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms.