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61.
Rees Lewis Daniel G. Gerber Elizabeth M. Carlson Spencer E. Easterday Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982
Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,... 相似文献
62.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
63.
Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献
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The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes. 相似文献
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Jeffrey H. Snow Lawrence C. Hartlage George W. Hynd Daniel H. Grant 《Psychology in the schools》1983,20(4):415-419
The Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) and The Minnesota Percepto-Diagnostic Test (MPD) were administered to 40 learning disabled (LD) students. Correlations were run between the scales of the LNNB-Children's Revision and MPD scores across the sample. Coefficients ranged from .07 to .71 for the intercorrelations of the scales of the LNNB-Children's Revision. Low correlations (−.10 to −.27) were found between MPD T scores and the LNNB-Children's Revision Scales, but raw scores from the MPD had somewhat higher correlations with the LNNB (.18 to .65). 相似文献
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Fostering College-Going Expectations of Immigrant Students Through the Sympathetic Touch of School Leadership 总被引:1,自引:0,他引:1
Daniel D. Liou 《Multicultural Perspectives》2016,18(2):82-90
This article intends to support the efforts of administrators, teachers, and community activists to center race, equity, and anti-deficit perspectives within the practice of school leadership. By drawing upon methods of critical race studies, and Du Bois's 1935 concept of the sympathetic touch, the author provides examples of anti-deficit approaches to sympathetic leadership in a large, diverse high school in California. Through reflections and recollections upon this case study, the author underscores ways for school leaders to formulate the conditions for college-going expectations for low-income immigrant students. This retrospective account includes concrete leadership examples, political strategies, and scenarios to illuminate the relevance and utilities of the sympathetic touch in educational leadership. In effect, the article calls for school leaders to harness anti-deficit and anti-oppressive mindsets in the work of inclusion, equity, and social justice. 相似文献
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