ISRN Education最新文献_第5页

Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children 增加拉丁裔父母与学龄前儿童的语言互动

ISRN Education Pub Date : 2012-03-07 DOI: 10.5402/2012/652406

S. Gesell, Dan L. Wallace, Tommaso Tempesti, Vanessa J. Hux, S. Barkin

{"title":"Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children","authors":"S. Gesell, Dan L. Wallace, Tommaso Tempesti, Vanessa J. Hux, S. Barkin","doi":"10.5402/2012/652406","DOIUrl":"https://doi.org/10.5402/2012/652406","url":null,"abstract":"The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial (𝑁=79) delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121284155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 27

US University Learner Attitudes towards Foreign Language Writing 美国大学学生对外语写作的态度

ISRN Education Pub Date : 2012-03-04 DOI: 10.5402/2012/815493

Michael D. Hubert

引用次数: 3

Clothing and Teacher Credibility: An Application of Expectancy Violations Theory 服装与教师诚信:期望违背理论的应用

ISRN Education Pub Date : 2012-02-29 DOI: 10.5402/2012/140517

Norah E. Dunbar, C. Segrin

{"title":"Clothing and Teacher Credibility: An Application of Expectancy Violations Theory","authors":"Norah E. Dunbar, C. Segrin","doi":"10.5402/2012/140517","DOIUrl":"https://doi.org/10.5402/2012/140517","url":null,"abstract":"Clothing is an important aspect of communication that can influence the perceptions of wearers' credibility and attractiveness as well as a variety of other judgments. In the classroom, these perceptions are made by students about teachers and are a function of the type of behavior expected from their teachers. This paper argues that we have expectations for appropriate and inappropriate attire. Burgoon's expectancy violations theory was applied to the study of clothing and the credibility of instructors in college classes. Two instructors gave lectures in undergraduate college classes and violated or adhered to the students' expectations for appropriate attire and acted in a highly rewarding or less rewarding manner. The results do not support the U-shaped pattern predicted by expectancy violations theory, but rather, the results suggest that teachers should strive for a moderately formal clothing style. This result is qualified by the finding that students appeared to have attended to their instructors' clothing less under conditions of high reward than in the low-reward conditions. This suggests that teachers' clothing will be a less consequential determinant of the impression that their students form when the teachers are otherwise perceived as having a high instrumental value in and of themselves.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120850211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

The Darker Side of Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian EFL Learners 动机的阴暗面:伊朗英语学习者的动机丧失及其与焦虑两个变量的关系

ISRN Education Pub Date : 2012-02-29 DOI: 10.5402/2012/215605

M. Rastegar, Mahboubeh Akbarzadeh, N. Heidari

{"title":"The Darker Side of Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian EFL Learners","authors":"M. Rastegar, Mahboubeh Akbarzadeh, N. Heidari","doi":"10.5402/2012/215605","DOIUrl":"https://doi.org/10.5402/2012/215605","url":null,"abstract":"The present study is an attempt to explore any significant relationships between demotivation, test anxiety (TA), and foreign language classroom anxiety (FLCA) and to seek any significant differences between males and females regarding demotivation, TA, and FLCA. One hundred Iranian EFL students studying at the departments of foreign languages of Shahid Bahonar University of Kerman took part in this study. In order to obtain the required data, three questionnaires were utilized: the Demotivation questionnaire (Kikuchi and Sakai, 2007) to measure demotivation, the Test Anxiety Scale ((TAS), Sarason, 1975) to measure test anxiety, and the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz, and Cope, 1986) to determine the level of students’ FLCA. The findings of this study revealed the following first, there was a significant positive relationship between demotivation and TA; second, there was a significant positive relationship between demotivation and FLCA; third, there was a significant positive relationship between TA and FLCA, finally, there were no significant differences between males and females regarding demotivation, TA, and FLCA.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"419 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116530105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Crossing international and research boundaries: From subject to author for an authentic refugee portrait 跨越国际和研究边界:从主题到作者为一个真实的难民肖像

ISRN Education Pub Date : 2012-02-16 DOI: 10.5402/2012/830938

Jasenka Besic, J. McBrien

引用次数: 2

Modifying the Diabetes Prevention Program to Adolescents in a School Setting: A Feasibility Study 修改学校青少年糖尿病预防计划:可行性研究

ISRN Education Pub Date : 2012-02-15 DOI: 10.5402/2012/534085

Lori L Candela, Antonio P. Gutierrez, J. Dufek, LeAnn G. Putney, J. Mercer

{"title":"Modifying the Diabetes Prevention Program to Adolescents in a School Setting: A Feasibility Study","authors":"Lori L Candela, Antonio P. Gutierrez, J. Dufek, LeAnn G. Putney, J. Mercer","doi":"10.5402/2012/534085","DOIUrl":"https://doi.org/10.5402/2012/534085","url":null,"abstract":"The growing epidemic of overweight children has led to a higher prevalence of youth being diagnosed with diabetes, particularly type 2 diabetes. The current study modified the Diabetes Prevention Program (DPP) for use with 7th–10th graders in a school setting. The DPP is an evidence-based lifestyle intervention program that has been translated successfully in various adult settings. Yet the feasibility of modifying the DPP for use with middle and high school students has not been documented. A multidisciplinary university research team collaborated with a local charter school to include a modified DPP as part of the curriculum for one semester. Pre- and posttests included food knowledge, health locus of control, BMI, and performance on the 12-minute Cooper walk/run test. Findings suggest tentatively that the modified DPP was successful at increasing food knowledge and awareness of more rigorous physical activity as well as their association to improved health outcomes. Equally as important, results demonstrate that it is feasible to conduct interventions targeting healthy weight among adolescents in school-based settings by incorporating them in the curriculum.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"2017 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127563460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

The Effects of Competitive, Cooperative, and Individualistic Classroom Interaction Models on Learning Outcomes in Mathematics in Nigerian Senior Secondary Schools 竞争、合作和个人主义课堂互动模式对尼日利亚高中数学学习成果的影响

ISRN Education Pub Date : 2012-02-09 DOI: 10.5402/2012/263891

E. O. Oloyede, O. Adebowale, A. A. Ojo

引用次数: 12

Discourse and Reflection Competencies Developed by Student Teachers through Repeated Children’s Book Read Alouds: A Multiple Case Study 通过反复朗读儿童读物培养学生教师的话语和反思能力:一个多案例研究

ISRN Education Pub Date : 2012-02-06 DOI: 10.5402/2012/308198

Clodie Tal

{"title":"Discourse and Reflection Competencies Developed by Student Teachers through Repeated Children’s Book Read Alouds: A Multiple Case Study","authors":"Clodie Tal","doi":"10.5402/2012/308198","DOIUrl":"https://doi.org/10.5402/2012/308198","url":null,"abstract":"This paper describes the development of discourse and reflection competencies by three early-age student teachers through repeated children’s book reading (RCBR) in small, heterogeneous groups. The students were enrolled in a four-track, early-education preparation program at Levinsky College of Education in Israel. Research based on a multiple-case-study methodology, focused on an analysis of the students’ interpretation of and reflections on the transcripts of the discourse throughout the three years of their fieldwork. Findings indicate that, over the three years, all three students relaxed their control of the discourse, allowing for more continuous literary discourse among the children. Differences in the developmental trajectories of the three students were manifested in the extent to which literary understanding and distinctive interpretations by the children were emphasized. Over the three years, all three students also developed a genuine concern for the children’s well-being and participation in the group. Analysis of the students’ protocols yielded a tentative formulation of milestones in the development of discourse and reflection competencies through teaching preparation studies.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116799549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Evaluating the impact of faculty-embedded tutor training program factors on perceived future training needs using structural equation modeling 利用结构方程模型评估教师嵌入式导师培训计划因素对感知未来培训需求的影响

ISRN Education Pub Date : 2012-02-06 DOI: 10.5402/2012/426516

A. Calma, Alvin Vista

引用次数: 1

Interpersonal Rejection Sensitivity and Regulatory Focus Theory to Explain College Students' Class Engagement 人际拒绝敏感性与调节焦点理论对大学生课堂投入的解释

ISRN Education Pub Date : 2012-01-26 DOI: 10.5402/2012/170790

David Roscheck, William E. Schweinle

引用次数: 2