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171.
Nathan Bos N. Sadat Shami 《Educational technology research and development : ETR & D》2006,54(5):493-521
The rapid acceleration of online course offerings presents a design challenge for instructors who want to take materials developed
for face-to-face settings and adapt them for asynchronous online usage. Broadcast lectures are relatively easy to transfer,
but adapting content is harder when classes use small-group discussions, as in role-playing or negotiation games. To be successful,
such environments should address three interrelated design challenges: (a) sustaining engagement, (b) promoting content-focused
discussion, and (c) promoting reflection-on-action. This article is a case study of how one interactive role-playing game,
Island Telecom, was adapted for online play. We describe eight design features, including automated player roles and a structured
team decision-making process, and show how they match with design challenges. Feedback from a recent run of this game shows
that, although students still prefer to play face-to-face, they now also give favorable ratings to the online version. Feedback
on specific adaptations is also presented. 相似文献
172.
The TV-viewing behavior of 99 families with young children was videotaped by automated time-lapse recording equipment placed in homes for 10-day periods. The 99 families comprised 460 individuals from infants to 62 years of age. Time-sample analyses of 4,672 hours of recordings indicated that the TV-viewing room contained no viewers 14.7% of the time that the TV was on. There were no age trends in time spent with television. Percent visual attention to television increased greatly across the preschool years, leveled off at about 70% during the school-age years, and declined in adulthood. Men looked at the TV more than women. There were no significant correlations between time spent with TV and percent of visual attention to TV. The increase in visual attention to television during the preschool years is consistent with the theory that TV program comprehensibility is a major determination of attention in young children. 相似文献
173.
174.
Attachment to Mother/Attachment to Father: A Meta-Analysis 总被引:3,自引:0,他引:3
An important tenet of attachment theory is that classification of security or insecurity as derived from the Strange Situation reflects the quality of an infant's relationship with its caregiver. One piece of evidence supporting this claim is the lack of concordance of classification between an infant and its mother and father. We performed a meta-analysis of the 11 studies that have examined the concordance of mother/father attachment to an infant. We found that security of attachment to one parent was dependent upon security to the other parent, that type of insecurity (avoidant/resistant) to one parent was dependent upon type of insecurity to the other, and that subcategory classification within the secure category (B1B2/B3B4) to one parent was dependent upon subcategory classification to the other. These data raise important questions regarding the meaning of infant attachment classification as derived from the Strange Situation. Among the possible explanations for the pattern of data are existence of concordant parenting styles and/or influence of infant temperament (possibly the tendency to cry upon separation) on classification of security/insecurity in the Strange Situation. 相似文献
175.
This ethnographic case study examined first-year, first-generation, low-income Latino/a college students’ social experiences and familial support during their transition from a charter high school to four-year universities. Through interviews and observations, we found that maintaining communication and building relationships among high school and college peers, high school faculty and staff, and college professors were essential to navigating the educational system; also, having a family that supported their academic work to allow students to only focus on their coursework was important. 相似文献
176.
Brenda Jones Harden Monique B. Winslow Kimberly T. Kendziora Ariana Shahinfar Kenneth H. Rubin Nathan A. Fox Michael J. Crowley Carolyn Zahn-Waxler 《Early education and development》2000,11(3):357-385
The increased familial and environmental stressors affecting Head Start families over the last two decades have precipitated an escalation of mental health difficulties among participant children (Yoshikawa & Knitzer, 1997). Using an ecological framework (Bronfenbrenner, 1979). this study explored externalizing behavior problems among a group of Head Start children in a suburban county. Children were assessed for externalizing behavior problems in the home and classroom. Additionally, parents participated in interviews about a variety of ecological factors related to children's behavior problems. Almost one-quarter of the children were identified by their parents as having externalizing behavioral problems in the borderline or clinical range. Twice as many girls as boys had borderline or clinical levels of behavioral problems. Child externalizing behavior was positively associated with child internalizing behavior, parent psychological symptomatology, child temperament, family environment, and exposure to community violence. Children with parent-identified externalizing behavior did have specific social problem-solving skills deficits. Additionally, they were observed to have high levels of specific inappropriate behavior, but did not exhibit high levels of teacher-rated behavior problems. The implications of these findings for Head Start program planning are discussed. 相似文献
177.
Patricia M. King Marie Kendall Brown Nathan K. Lindsay Jones R. Vanhecke 《About Campus》2007,12(4):2-9
Researchers completing a study of liberal arts education sought to identify learning outcomes associated with both wisdom and citizenship. They have synthesized these themes into seven outcomes that facilitate effective student learning and development. 相似文献
178.
Measures of biographical data, or biodata, provide indicators of one's life history and past experiences. Biodata information is often available in various forms during processes of academic admissions to higher education. Such information can be used, in combination with other factors, to predict students’ future academic and extra-curricular accomplishments. There is a scattered body of literature investigating relationships between standardized biodata measures and a number of student criteria in college. The current study uses meta-analysis methods to summarize findings on how various biodata measures—overall scores or scale scores—predict student accomplishments, including grades, self- and other-rated performances, persistence, and extracurricular accomplishments. Data from 46 independent samples, consisting of 38,478 students and resulting in 74 individual predictor–criterion relationships were analyzed. Results indicate, generally, that biodata measures predict substantially students’ academic and extra-curricular accomplishments. Overall biodata scores correlate with grades at .39, persistence at .25, and point-hour ratios at .35. Students’ accomplishments in leadership, visual and performing arts, music, and science were predicted best by biodata measures developed specifically to target those outcomes. This meta-analytic study provides support for the predictive validity of biographical data inventories with respect to student outcomes and adds justification to the use of biodata in academic selection. 相似文献
179.
180.
Eva H. Telzer Nathan A. Jorgensen Mitchell J. Prinstein Kristen A. Lindquist 《Child development》2021,92(2):731-745
Although peer influence is a strong predictor of adolescents’ risk-taking behaviors, not all adolescents are susceptible to their peer group. One hundred and thirty-six adolescents (Mage = 12.79 years) completed an fMRI scan, measures of perceived peer group norms, and engagement in risky behavior. Ventral striatum (VS) sensitivity when anticipating social rewards and avoiding social punishments significantly moderated the association between perceived peer norms and adolescents’ own risk behaviors. Perceptions of more deviant peer norms were associated with increased risky behavior, but only for adolescents with high VS sensitivity; adolescents with low VS sensitivity were resilient to deviant peer norms, showing low risk taking regardless of peer context. Findings provide a novel contribution to the study of peer influence susceptibility. 相似文献