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Cultura Documentos
Title: School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood,
Parental, and Child Processes
Authors:
Saundra Murray Nettles
Georgia Southern University
Key Words:
Neighborhoods
School adjustment
Social influences
Families
Early grades
Child processes
תמצית
מאמר
The findings on neighborhood risk factors as moderators of the association between school
adjustment and family and child risks are also considered. The review concludes with a
summary and a discussion of gaps in the literature of contextual factors and child outcomes.
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Section: 10
Authors:
Karl Josef Klauer
Technical University of Aachen, Germany
Gary D. Phye
Iowa State University, Ames
Key Words:
Cognitive training
Inductive reasoning
Problem-solving transfer
Training approach
Prescriptive theory
Germany
תמצית
מאמר
It is hypothesized that training in the use of the procedural inductive reasoning strategy will
improve cognitive functioning in terms of (a) increased fluid intelligence performance and (b)
better academic learning of classroom subject matter. The review and meta-analysis
summarizes the results of 74 training experiments with nearly 3,600 children.
Both hypotheses are confirmed. Further, two moderating effects were observed: Training
effects on intelligence test performance increased over time, and positive problem-solving
transfer to academic learning is greater than transfer to intelligence test performance. The
results cannot be explained by placebo or test-coaching effects. It is concluded that the
proposed strategy is theoretically and educationally promising and that children of a broad
age range and intellectual capacity benefit with such training.
Section : 10
Title: Does Creative Drama Promote Language Development in Early Childhood? A Review
of the Methods and Measures Employed in the Empirical Literature
Author:
Wendy Karen Mages
Harvard University
Key Words:
Drama
Early childhood education
Language development
Methods
Measures
Methodological problems
תמצית
This systematic review of the literature synthesizes research from a number of disciplines and
provides a succinct distillation of the methods and measures used to study the impact of
creative drama on the language development of young children. An analysis of the merits and
limitations of the reviewed studies reveals a number of methodological problems that threaten
the validity, reliability, and credibility of drama research.
מאמר
This systematic review of the literature synthesizes research from a number of disciplines and
provides a succinct distillation of the methods and measures used to study the impact of
creative drama on the language development of young children.
An analysis of the merits and limitations of the reviewed studies reveals a number of
methodological problems that threaten the validity, reliability, and credibility of drama
research. Recommendations on how to limit these threats are offered. These
recommendations can potentially help researchers design more rigorous studies that are
better able to guide educators’ and administrators’ decisions about the inclusion of creative
drama in early childhood curricula.
Section: 10
Author:
Valerie J. Shute
Florida State University
Key Words:
Formative feedback
Learning
Performance
Feedback
Guidelines
Response accuracy
תמצית
This article reviews the corpus of research on feedback, with a focus on formative feedback—
defined as information communicated to the learner that is intended to modify his or her
thinking or behavior to improve learning. According to researchers, formative feedback should
be nonevaluative, supportive, timely, and specific.
מאמר
This article reviews the corpus of research on feedback, with a focus on formative feedback—
defined as information communicated to the learner that is intended to modify his or her
thinking or behavior to improve learning. According to researchers, formative feedback should
be nonevaluative, supportive, timely, and specific.