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981.
School physical education teachers promote fitness by offering children a variety of aerobic activities. Our interdisciplinary team developed a cultural dance active video game (AVG) and tested whether the AVG was equivalent to traditional face-to-face instructor lessons or hybrid instruction at dance mastery, increasing heart rates, and student satisfaction. The study participants (N = 404) were elementary children, Grades 1 to 5, at a Midwestern suburban school. We employed a quasi-experimental design to compare outcomes across groups of children exposed to different teaching approaches. Group 1 received AVG instruction. Group 2 received face-to-face lessons by a certified Irish dance teacher. Group 3 received AVG and face-to-face lessons. Group assignment was stratified by age, ethnicity, gender, and socioeconomic status. During daily physical education class, students received five days of intervention exposure. AVG students achieved comparable levels of mastery, significantly elevated heart rates, and high levels of satisfaction. 相似文献
982.
Shalom M. Fisch Susan K. McCann Melissa A. Jurist David I. Cohen 《Learning, Media and Technology》1995,21(3):143-155
Within the field of formative research, there is debate as to whether researchers should collaborate with producers or serve as independent evaluators. The Children's Television Workshop (CTW) produces educational programs through a collaborative process of development that has come to be known as the “CTW Model”. Under the CTW Model, producers, content specialists, and researchers work together throughout the life of a project, from its initial conceptualization through its final production. This paper illustrates the value of the CTW Model via an in‐depth case study of the development and production of a single repeated format within Square One TV, an educational television series about mathematics. In particular, we focus on the multifaceted role played by formative research at all stages of production. 相似文献
983.
Florence Chang Gisele Crawford Diane Early Donna Bryant Carollee Howes Margaret Burchinal Oscar Barbarin Richard Clifford Robert Pianta 《Early education and development》2007,18(2):243-269
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. 相似文献
984.
Susan L. Sobek 《TechTrends》1988,33(4):30-32
Summary Modules One, Two, and Three have been a required part of the seminars for the past eight years at Purdue University Calumet.
It has been the experience of this university, that the students feel more comfortable in seminar with the small group setting.
Since the EML/IRC is open 67 hours a week including evenings and Saturday, the students find they are better able to schedule
their time to complete Modules One, Two, and Three in an independent manner. Faculty feel the seminars and modules are successful
because instructors take on more of a leadership role in the seminar and leave the expertise of media to the Educational Media
Lab/Instructional Resource Center. Specified topics are covered in each seminar class to ensure the students are exposed to
topics and problems relevant to their future teaching experiences. Revisions are made on the Module booklets to ensure the
students are aware of new equipment and technology. It is through these seminars and module experiences that the students
can begin to grow and prepare for their teaching profession. 相似文献
985.
Transition to kindergarten can be a pivotal experience for children because of its potential long-term impact on school performance. As the importance of relationships among contextual factors surrounding a child has been recognized, many schools have made efforts to establish strong ties with families in order to make kindergarten transition experiences as seamless as possible. Our current understanding of the role of family involvement in kindergarten transitions and the specific outcomes, however, is still somewhat limited. Using a combination of quantitative and qualitative research methods, this study investigated the impact of family involvement in kindergarten transition activities on children’s transition to kindergarten and their early school adjustment. Although quantitative results revealed that family involvement is not a significant predictor of children’s early school adjustment, qualitative evidence suggests that families believe their involvement in kindergarten transition has a positive influence. In addition, qualitative results provide information concerning barriers, which interfered with family involvement in the transition process. Based on these findings suggestions for schools and families of young children are provided. 相似文献
986.
987.
This longitudinal study of 144 young adolescents (ages 9–11 at phase 1) examined the hypothesis that boys and girls would experience increased "gender-differential socialization" across a 1-year period in early adolescence, and that such patterns would be stronger in families in which ( a ) parents maintained a traditional division of labor, and ( b ) there was a younger sibling of the opposite gender. Longitudinal analyses of 3 aspects of family socialization (adolescents' participation in "feminine" and "masculine" household chores; adolescents' involvement in dyadic activities with mothers and fathers; parental monitoring) revealed that gender intensification was apparent for some aspects of family socialization but not others. In addition, when gender intensification was apparent, it generally emerged in some family contexts but not in others. Only dyadic parent-adolescent involvement was characterized by an overall pattern of gender intensification in which girls became increasingly involved with their mothers and boys with their fathers; this pattern was exacerbated in contexts where adolescents had a younger, opposite-sex sibling. 相似文献
988.
This study aimed to assess the effects of single‐sex and cross‐gender pairings in the context of the ‘pause, prompt and praise’ procedures for improving reading, the effects of boys as tutors compared with girls as tutors and those of choice in sex of tutor. Four groups were involved in the study: boys tutoring boys, girls tutoring girls, girls tutoring boys and boys tutoring girls. The tutees were 24 Year 7 pupils and the tutors were 24 Year 10 pupils from a large suburban comprehensive school in the Midlands of England. The reading age of each of the tutees was measured both before and after the intervention so that gains in reading age could be evaluated. The results showed that peers could be successfully trained to use the pause, prompt and praise techniques and that these were effective in raising the reading standards of tutees in all four groups. However, little evidence was found to suggest that any of the pairings was any more successful than the others or that the sex of the tutor had any significant effect on the tutoring outcome. On the other hand, however, there was some evidence that choice of tutor sex might have an effect on gains in tutee's measured reading ages 相似文献
989.
A cross-sectional study was conducted with 83first – and 81 fourth graders at the end of theschool year to examine factors accounting forearly reading performance in Finnish, atransparent orthography with a clear mapping ofphonemes onto graphemes. Measures for bothgrades included reading comprehension, phonemeawareness, and object- and digit naming.Additionally measures of skills in morphology,spelling and a screening battery wereadministered to the first graders. The sets ofmeasures accounted for 56% of the variance inreading performance in first grade and 64% infourth grade. Phoneme awareness was stronglyrelated to reading performance and spelling atthe end of first grade, but only forless-skilled readers in fourth grade. Theseresults suggest a larger role for phonemeawareness for children learning a transparentorthography than has been suggested in earlierstudies. At the same time, listeningcomprehension contributed more strongly tofirst-grade reading performance than has beenreported for children learning to readEnglish. 相似文献
990.
Nathan A. Fox Kenneth H. Rubin Susan D. Calkins Timothy R. Marshall Robert J. Coplan Stephen W. Porges James M. Long Shannon Stewart 《Child development》1995,66(6):1770-1784
The pattern of frontal activation as measured by the ongoing electroencephalogram (EEG) may be a marker for individual differences in infant and adult disposition to respond with either positive or negative affect. We studied 48 4-year-old children who were first observed in same-sex quartets during free-play sessions, while making speeches, and during a ticket-sorting task. Social and interactive behaviors were coded from these sessions. Each child was subsequently seen 2 weeks later when EEG was recorded while the child attended to a visual stimulus. The pattern of EEG activation computed from the session was significantly related to the child's behavior in the quartet session. Children who displayed social competence (high degree of social initiations and positive affect) exhibited greater relative left frontal activation, while children who displayed social withdrawal (isolated, onlooking, and unoccupied behavior) during the play session exhibited greater relative right frontal activation. Differences among children in frontal asymmetry were a function of power in the left frontal region. These EEG/behavior findings suggest that resting frontal asymmetry may be a marker for certain temperamental dispositions. 相似文献