In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic emergent literacy skills. There were 724 participating children (mean = 57 months; 51% male; 76% White, 12% Black, 6% multiple races, and 5% Hispanic or Latino). We found that language gains significantly predicted kindergarten readiness when estimated in isolation (effect = 0.24 SDs, p < .001), but not when gains in letter knowledge and phonological awareness were also included. 相似文献
Gaming is purported to hold promise for education, in part, because it is thought to develop 21st century skills such as critical thinking. To date, there has been a dearth of generalisable research investigating the relationship between gaming and critical thinking. Results of a survey of 121 adults found that gamers and non‐gamers do not differ significantly on critical thinking dispositions. However, gamers who play strategy games scored higher on actively open‐minded thinking than did other types of gamers. In addition, low compared with high involvement in the gaming community was associated with higher open‐minded thinking. Implications for educators and for further research are discussed. 相似文献
Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured
by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because
of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued
that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that
any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined
whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling
for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological
processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated
naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming
with reading. 相似文献
With increasing cultural attention to kink and BDSM (Bondage/Discipline, Dominance/Submission, and Sadism/Masochism), it is more important than ever for sexuality educators to teach these topics with respect and acceptance. Many depictions of BDSM in the media are deliberately shocking. With limited resources and research surrounding the topic, it can be difficult for educators to not fall into the same trap. This paper discusses the impact of the shock-culture surrounding BDSM and offers suggestions for combating it in the classroom via implementing a combination of affective and cognitive learning. 相似文献
Socio-technical governance has been of long-standing interest to science and technology studies and science policy studies. Recent calls for midstream modulation direct attention to a more complicated model of innovation, and a new place for social scientists to intervene in research, design and development. This paper develops and expands this earlier work to demonstrate how a suite of concepts from science and technology studies and innovation studies can be used as a heuristic tool to conduct real-time evaluation and reflection during the process of innovation – upstream, midstream, and downstream. The result of this new protocol is inclusivity mainstreaming: determining if and how marginalized peoples and perspectives are being maximally incorporated into the model of innovation, while highlighting common problems of inequality that need to be addressed.
Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4–5, 7–8 and 10–11 years old. Participants’ skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37–70) and (2) process and product assessments across skills and age groups (r range = .26–.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement. 相似文献
Concerns have been raised about the morality of using simulated altitude facilities in an attempt to improve athletic performance. One assumption that has been influential in this debate is the belief that altitude houses simply mimic the physiological effects of illegal recombinant human erythropoietin (r-HuEpo) doping. To test the validity of this assumption, the haematological and physiological responses of 23 well-trained athletes exposed to a simulated altitude of 2650-3000 m for 11-23 nights were contrasted with those of healthy volunteers receiving a low dose (150 IU x kg(-1) per week) of r-HuEpo for 25 days. Serial blood samples were analysed for serum erythropoietin and percent reticulocytes; maximal oxygen uptake (VO2max) was assessed before and after r-HuEpo administration or simulated altitude exposure. The group mean increase in serum erythropoietin (422% for r-HuEpo vs 59% for simulated altitude), percent reticulocytes (89% vs 30%) and VO2max (6.6% vs -2.0%) indicated that simulated altitude did not induce the changes obtained with r-HuEpo administration. Based on the disparity of these responses, we conclude that simulated altitude facilities should not be considered unethical based solely on the tenet that they provide an alternative means of obtaining the benefits sought by illegal r-HuEpo doping. 相似文献
This quasi-experimental study was designed to test the impacts of a curriculum supplement, Let’s Know!, on the quantity and quality of language-focused comprehension instruction in pre-kindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to implement one of two versions of the experimental Let’s Know! curriculum and 20 assigned to a control condition, in which they maintained their typical language-arts curriculum. Classroom observations, 90 min in duration, were collected near the end of the first unit’s completion, about 4 to 5 weeks into the academic year. These observations were coded to examine impacts of Let’s Know! instruction on two outcomes: (a) teachers’ use of 18 language-focused comprehension supports and (b) general classroom quality. Study results using quantile regression showed that Let’s Know! teachers used a significantly higher number of language-focused comprehension supports during Let’s Know! instruction compared to the control teachers during language-arts instruction; the same finding was also true for general classroom quality. Quantile regression results showed the greatest differentiation in instructional quality, when comparing experimental and control teachers, for teachers in the middle of the distribution of general classroom quality. Study findings highlight the value of language-focused curricula for heightening comprehension-specific supports in pre-K to grade 3 settings. 相似文献