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231.
232.
Leah E. Robinson E. Kipling Webster S. Wood Logan W. Amarie Lucas Laura T. Barber 《Early Childhood Education Journal》2012,40(2):79-86
Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs.
However, these individuals may not have been taught these skills during their education. The purpose of this study was to
determine if early childhood majors could successfully be taught to implement a mastery climate instructional approach to
promote motor skill development to preschool-age children. Twenty undergraduate Early Childhood Education majors, who completed
a Motor Development Across the School Years course, designed and implemented a movement program to develop preschoolers’ locomotor
and object control skills. Fourteen preschoolers participated in an 11-week movement program. Preschoolers’ motor performance
was assessed with the Test of Gross Motor Development—2nd Edition prior to and following the intervention. Results indicate
significant improvements in total performance (p < .05) and locomotor skills (p = .037). Findings indicate that with guidance and training, early childhood majors can effectively design and implement a
mastery-based movement program that enhances motor skill competence. The findings also demonstrate the need and value for
early childhood majors to receive training in the design and implementation of movement programs. This paper provides a conceptual
framework and practical recommendations to assist teachers and educators with implementing a mastery climate movement programs. 相似文献
233.
Retention is a frequently used strategy to support children who are struggling academically. However, the strategy is costly, and research findings with regard to positive outcomes are mixed. This study examined whether efficacious reading instruction might reduce rates of retention in first grade. We also evaluated the reading instruction the students received compared with children with similar reading and vocabulary skills who were not retained. Additionally, we examined the impact students' self‐regulation may have on grade retention. Findings reveal that it was significantly less likely for students to be retained at the end of first grade if their teacher was implementing more efficacious reading instruction. Moreover, there were substantial differences in the literacy instruction provided for children who were and were not retained. Finally, students in the efficacious reading condition who were retained exhibited significantly weaker self‐regulation skills than did their matched‐promoted peers. © 2012 Wiley Periodicals, Inc. 相似文献
234.
This article focuses on Portuguese working-class teenage girls’ voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls’ perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories of three pregnant and teenage mothers, this article aims to understand how girls rehearse and live out their sexualities and pregnancies as well as listen to their voices and recognise their demand for inclusion and respect. Gender power relations emerge as central in configuring girls’ pathways and shed light on youth pregnancy. 相似文献
235.
G. M. Seddon Riaz H. Tariq J. Dos Santos Veiga 《International Journal of Science Education》2013,35(4):409-420
Summaries English The investigation sets out to determine in absolute terms the average level of performance of English and Portuguese students in visualizing how diagrams of molecules should be drawn after performing a rotation, reflection or inversion on the molecule itself. A second aim was to determine the factor structure of these tasks. Both aims were investigated using tests comprising samples of items randomly selected from domains of items which operationally defined each task. The results showed that for the students in both countries, the average level of performance on each of these tests was far from satisfactory. The factor structure separated items corresponding to the rotations, reflections and inversions. Within the categories of items corresponding to rotations and reflections, the students from the two different countries give rise to different patterns of loadings for the three different types of rotations and three different types of reflection. 相似文献
236.
237.
ABSTRACT This paper reports the results of a one‐year project designed to develop the awareness of 291 student teachers in the area of electronic mail (e‐mail). The project was successful in increasing the active use of e‐mail and the general awareness of students: the number of active users rose from 17 to 33%, and the number of those able to explain e‐mail to a colleague rose from 12 to 45%. Case study material is presented to illustrate the conditions under which the development of e‐mail flourished with one particular group of modern languages student teachers. Conclusions are drawn concerning the utility of the cascade model of curriculum development in extending electronic communication. 相似文献
238.
This research reflects on information literacy (IL) when taking business decisions and, on the education of future managers. We focus on two aspects; characterizing IL skills and their link to academic performance. This research provides interesting conclusions. First, IL may be broken down into various dimensions – access, evaluation and use – and these skills are not independent: our research shows how persons skilled at applying information will lose their advantage if they are not skilled at interpreting or at prior selection. Second, our study also shows how the IL skills have differing effects on the different components of the academic performance. 相似文献
239.
Rodrigo Enrique Elizondo‐Omaña María de los Angeles García‐Rodríguez José Miguel Hinojosa‐Amaya Eliud Enrique Villarreal‐Silva Rosa Ivette Guzmán Avilan Juan José Bazaldúa Cruz Santos Guzmán‐López 《Anatomical sciences education》2010,3(4):168-173
Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were compared: the first group included first‐year medical students in the regular course, and the second group included first‐year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course. Both groups completed anonymous surveys designed to gather demographic data and establish scores on the Connor‐Davidson resilience scale, which includes 25 statements rated zero to four on a Likert scale (maximum score 100). The average resilience score was the same for both groups, 80 ± 9. The average anatomy grades differed significantly between regular students (67± 15.0) and remedial students (61 ± 12.0). While there was no overall correlation between resilience score and anatomy grade, regular students with resilience scores of 75 or greater showed slightly better academic performance than their classmates. Similarly, remedial students with resilience scores of 87 or greater faired better academically. Resilience does not predict academic performance in gross anatomy, and further work is necessary to identify those intrinsic and extrinsic factors that influence students' achievements. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献
240.
Rodrigo Enrique Elizondo‐Omaña Jesus Alberto Morales‐Gómez Orlando Morquecho‐Espinoza José Miguel Hinojosa‐Amaya Eliud Enrique Villarreal‐Silva Maria de los Angeles García‐Rodríguez Santos Guzmán‐López 《Anatomical sciences education》2010,3(5):267-271
Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching reasoning skills in a clinical context during a human anatomy course. Anat Sci Educ 3:267–271, 2010. © 2010 American Association of Anatomists. 相似文献