The effectiveness of a transitional prekindergarten program on later academic achievement

Transitional, or extra year, classes have become a widely implemented intervention in many schools. This study investigated the academic effectiveness of a prekindergarten program in a suburban, predominantly Caucasian upper middle class school system. Ninety matched pairs of children were selected for the study based on a “developmentally immature” score on the Gesell School Readiness Test. Children who spent an extra year in prekindergarten were matched with youngsters who proceeded directly to regular kindergarten based on gender, date of birth, and Gesell score. No significant differences were found between the two groups of students on the basis of Stanford Achievement Test scores (second grade), Pupil Evaluation of Progress scores (third grade), placement in a first grade remedial reading program, review by the building level Pupil Service team, or classification by the Committee on Special Education. © 1997 John Wiley & Sons, Inc.     

Preservice elementary teachers' conceptions of the causes of seasons

This study used both a written procedure and a procedure of models with verbal explanation to investigate 49 preservice elementary teachers' conceptions of what causes the seasons. Only one person each provided a response on each procedure which reflected a scientific conception. A total of 39 students provided alternative conception responses on the written procedure: 42 students provided responses judged to reflect alternative conceptions on the models with verbal explanation procedure. The distance of the earth from the sun was the most commonly expressed alternative conception on both procedures. Many students were not consistent in providing a particular alternative conception for the two procedures, which indicates that the alternative conceptions expressed may not be firmly held. © 1996 John Wiley & Sons, Inc.     

Writing for Relief in Late Nineteenth-Century Dublin: Personal Applications to the Mansion House Fund in 1880

Focusing on a collection of personal applications made to the Dublin Mansion House Fund in 1880, this article explores the perception and experience of poverty and distress in late nineteenth-century Dublin. Despite the recent expansion of welfare history in Ireland, historians have been slow to examine urban poverty from the perspective of the poor. The article discusses some available sources and assesses the insights such material can provide into the situations facing and strategies adopted by the poor and vulnerable.     

Associations of physical activity,sedentary time,and physical fitness with mental health during pregnancy: The GESTAFIT project

PurposeThis study was aimed to analyze the associations of objectively measured physical activity (PA), sedentary time, and physical fitness with mental health in the early second trimester (16 ± 2 gestational weeks) of pregnancy.MethodsFrom 229 women initially contacted, 124 pregnant women participated in the present cross-sectional study. Data were collected between November 2015 and March 2017. The participants wore Actigraph GT3X+ Triaxial accelerometers for 9 consecutive days to objectively measure their PA levels and sedentary time. A performance-based test battery was used to measure physical fitness. Self-report questionnaires assessed psychological ill-being (i.e., negative affect, anxiety, and depression), and psychological well-being (i.e., emotional intelligence, resilience, and positive affect). Linear regression analyses were adjusted for age, educational level, accelerometer wear time, miscarriages, and low back pain.ResultsModerate-to-vigorous PA was negatively associated with depression (β = –0.222, adjusted R² = 0.050, p = 0.041). Higher levels of sedentary time were negatively associated with positive affect (β = –0.260, adjusted R² = 0.085, p = 0.017). Greater upper-body flexibility was positively associated with better emotional regulation (β = 0.195, adjusted R²= 0.030, p = 0.047). The remaining associations were not significant (all p > 0.05).ConclusionAn active lifestyle characterized by higher levels of moderate-to-vigorous PA and lower levels of sedentary time during pregnancy might modestly improve the mental health of pregnant women. Although previous research has focused on the benefits of cardiorespiratory exercise, the present study shows that only upper-body flexibility is related to emotional regulation in early pregnant women. If the present findings are corroborated in further experimental research, physical exercise programs should focus on enhancing flexibility to promote improvements in emotional regulation during early second-trimester of pregnancy.     

REDUCING DISTANCE THROUGH DISTANCE LEARNING: THE COMMUNITY COLLEGE LEADERSHIP DOCTORAL PROGRAM AT COLORADO STATE UNIVERSITY

Creating a virtual community among learners in a course or program can increase student retention and satisfaction. Although community colleges are increasingly turning to on-line learning experiences for students, doctoral programs in community college leadership (CCL) can model the blending of different learning modalities. Using face-to-face experiences, two-way compressed video, on-line information posting, and synchronous and asynchronous on-line discussions, the CCL program at Colorado State University creates community among its doctoral students. A vignette is presented to illustrate the life of one of these doctoral distance students and to detail the uses of the various learning modalities. The article concludes with a discussion the three main types of support necessary for empowering students and keeping them connected in their community: multiple communities support, multiple meeting spaces support, and multiple systems support. The serendipitous result of this experience has been seeing doctoral students return to their respective community college campuses and use this blending of on-line modalities to serve their own students.     

关于中国高校在创新人才培养存在问题的分析

高等教育与中等教育、初等教育的最大区别就在于,它对于学生的引领不仅仅是在理论知识上,而是更多地侧重于对学生创新意识的唤醒以及创新能力的提高。2007年,党的十七大报告中明确提出：“提高自主创新能力,建设创新型国家”是发展战略的核心和提高综合力的关键。高等院校,是创新人才的摇篮,肩负着为国家培养创新人才的重大使命。     

Food‐Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.