1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased
and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of
teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school
where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This
article describes the school’s use of laptops, the Internet, and related digital tools, especially for teaching and learning
physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics
students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner);
word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators;
probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry,
and to identify strengths and weaknesses of students’ understanding of physics. Technology provides students at DSST with
high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of
digital technology for high school physics. 相似文献
This paper describes a “crazy about crocheting class” and shows how crocheting became a literacy event that promoted student
empowerment and classroom community while engaging second grade students in authentic literacy practices. We document how
crocheting evolved from a classroom management activity that also encouraged fine motor skills to a stimulus that drove individual
and shared reading and writing. We show how this teacher planned instruction by building on student interest and enthusiasm
and how these students experienced literacy as an every day social practice. 相似文献
This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape architecture. The article identifies cognitive variables that may predict future academic success. This research uses regression analysis to identify correlations across a range of variables, in particular exploring the relationship between university entrance scores, subjects studied at school (art and graphics) and academic success as defined by university grade point average and time to completion. This study shows that prior knowledge in art and graphics is not a useful predictor of future academic success, while university entrance scores and first year performance are related to ongoing academic success. These results suggest that for the design disciplines explored here, discipline‐specific prior knowledge is not an important requirement for university entrance. 相似文献
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed. 相似文献
Socioeconomically disadvantaged neighborhoods increase the risk for poor mental health among residents, yet protective factors may operate alongside risk. This study evaluated the influence of the prenatal neighborhood ethnocultural context on child behavior problems and maternal depressive symptoms. Prenatal maternal role expectations, prenatal culture-specific stress, and postpartum depression (PPD) symptoms were evaluated as mediators. Participants included 322 low-income, Mexican American mother-child dyads. Women (Mage = 27.8) reported on proposed mediators, maternal depressive symptoms, and child behavior problems at 4.5 years. Neighborhood Latinx concentration was obtained from census data. Higher Latinx concentration predicted fewer maternal depressive symptoms and child behavior problems, mediated through role expectations and PPD symptoms. Results suggest prenatal neighborhood context to impact later maternal and child mental health. 相似文献
This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that teachers’ depressive symptoms were directly associated with lower gains in children’s math skills over a year. In addition, teachers who reported higher depressive symptoms were less likely to report positive family–teacher relationships. This, in turn, resulted in lower gains in children’s ATL and was associated with lower achievement in math skills (r2 = .69). 相似文献
Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.
Although mounting evidence in Western nations indicates that entertainment media influence young people’s sexual socialisation, virtually no research has addressed the topic in sub-Saharan Africa. The present study employed 14 focus groups of Ugandan high school students to identify media through which they were exposed to sexual content, how they interpreted and evaluated that content, and how they compared its influence with that of parents, schools and religious institutions. Participants most often mentioned TV, followed by print media and Internet as sources of sexual material. Media were said to present discrepant messages regarding the timing of sexual debut, with international programming urging early sexual debut and local programming described as urging young people to delay sex. Young people spoke of turning to ssengas and kojjas for sexual advice, and a number of boys suggested pornography could also be educational. Both local and international programming was interpreted as conveying views of men as sex driven and women as submissive in sex and relationships. Participants expressed the belief that sexual media content had a negative impact on young people. Most nevertheless assessed these messages as more influential than other sources of sexual socialisation. 相似文献