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51.
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Craig E. Wills Dorothy Deremer Renee A. McCauley Linda Null 《Computer Science Education》2013,23(2):71-88
This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum. 相似文献
53.
Hilary Denune Renee Hawkins Lauren Donovan Dacia Mccoy Lyndsie Hall Anthony Moeder 《Psychology in the schools》2015,52(6):562-577
A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed. 相似文献
54.
Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning difficulties, created a unique parent program titled Family Fun Night. This six-session series was developed with a strengths-based, collaborative framework and was connected to the Program-wide Positive Behavioral Interventions and Supports implementation in the preschool. The following paper discusses the development, facilitation, implementation, logistics, and assessment of the Family Fun Night series. Barriers to implementation are also discussed. 相似文献
55.
Anthony JL Williams JM McDonald R Corbitt-Shindler D Carlson CD Francis DJ 《Annals of dyslexia》2006,56(2):239-270
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play
important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological
processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor
analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other.
Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter
sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally,
general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the
importance of PPAs in the early literacy development of native Spanish speaking preschool children. 相似文献
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Electrorotation is widely used for characterization of biological cells and materials using a rotating electric field. Generally, multiphase AC electric fields and quadrupolar electrode configuration are needed to create a rotating electric field for electrorotation. In this study, we demonstrate a simple method to rotate dielectrophoretically trapped microparticles using a stationary AC electric field. Coplanar interdigitated electrodes are used to create a linearly polarized nonuniform AC electric field. This nonuniform electric field is employed for dielectrophoretic trapping of microparticles as well as for generating electroosmotic flow in the vicinity of the electrodes resulting in rotation of microparticles in a microfluidic device. The rotation of barium titanate microparticles is observed in 2-propanol and methanol solvent at a frequency below 1 kHz. A particle rotation rate as high as 240 revolutions per minute is observed. It is demonstrated that precise manipulation (both rotation rate and equilibrium position) of the particles is possible by controlling the frequency of the applied electric field. At low frequency range, the equilibrium positions of the microparticles are observed between the electrode edge and electrode center. This method of particle manipulation is different from electrorotation as it uses induced AC electroosmosis instead of electric torque as in the case of electrorotation. Moreover, it has been shown that a microparticle can be rotated along its own axis without any translational motion. 相似文献
58.
Uttaran Dutta 《Journal of Intercultural Communication Research》2018,47(1):52-71
Historically, indigenous people have been struggling with the issues of material and communicative absences and their voices systematically erased from discursive spaces. Critical-cultural frameworks such as the culture-centered approach (CCA) argue that reflexive engagements with subaltern communities by listening to their narratives are instrumental in interrogating structural absences. By mindfully attending to the emerging contextual narratives, this CCA study examines how indigenous villagers of eastern-India negotiate and exert agency with situated structural absences in their day-to-day existence. This research seeks to explore as well as extend our understanding of structural marginalization and its negotiations in the realm of subaltern agency. 相似文献
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The joint contribution of early parental warmth, communication and tracking, and early child conduct problems on monitoring in late childhood 总被引:1,自引:0,他引:1
The relationship of parental warmth, communication, and tracking (WCT), and child conduct problems in early elementary school (age 5.5 years) to monitoring in late elementary school (age 9.5 years) was longitudinally examined in a sample of 267 boys and girls. WCT in kindergarten was associated with lower kindergarten levels and less growth of conduct problems into the first grade, and was prospectively associated with effective monitoring in the third and fourth grades. Overt and covert conduct problems in kindergarten and growth in covert problems during kindergarten and first grade were associated with less effective later monitoring. Early conduct problems mediated the prospective association of WCT on later monitoring. The results are described in a transactional model of parent-child relationships and child problem behavior. 相似文献