Education Commons^™

Educating The Whole Child: The Real Story Of Wholeness And Belonging, Stephanie Pace Marshall

Publications & Research

In her 2008 keynote address to the Massachusetts ASCD, Dr. Stephanie Pace Marshall outlines why we--as leaders, storytellers and mapmakers--must ensure that the story, map, and landscape of schooling does not constrain our children’s potentials, silence their spirit, demean their passion, ridicule their dreams, or deny them access to wisely learn whatever it is that they want to know.

Using Social Cognitive Theory To Predict Physical Activity In Inner-City African American School Children, Jeffrey J. Martin, Nate Mccaughtry

Kinesiology, Health and Sport Studies

Researchers using social cognitive theory and employing built environment constructs to predict physical activity (PA) in inner-city African American children is quite limited. Thus, the purpose of our investigation was to evaluate the ability of important social cognitive variables (e.g., self-efficacy) and built environment constructs (e.g., neighborhood hazards) to predict African American children’s PA. Children (N = 331, ages 10–14) completed questionnaires assessing social cognitive theory constructs and PA. Using multiple regression analyses we were able to account for 19% of the variance in PA. Based on standardized beta weights, the best predictors of PA were time spent outside …

Perceptual Differences In Quality Standards Among Teachers And Related Service Personnel Who Work With Students With Emotional/Behavioral Disorders, Maria L. Manning, Lyndal M. Bullock, Robert A. Gable

Communication Disorders & Special Education Faculty Publications

Current legislation requires school personnel to identify indicators of quality instruction for all students—including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers and related service personnel within the classroom. Given present emphasis on inclusive education and, in light of a succession of reform initiatives it is time to reexamine perceived differences in level of relative importance attached to knowledge and skills statements based on standards established by the Council for Exceptional Children between teachers and related …

Validating The Food Behavior Questions From The Elementary School Span Questionnaire, Yeon Bai, Krisha Thiagarajah, Alyce D. Fly, Deanna M. Hoelscher, Kaman Lo, Angela Leone, Julie A. Shertzer

Department of Nutrition and Food Studies Scholarship and Creative Works

Background

The School Physical Activity and Nutrition (SPAN) questionnaire were developed as a surveillance instrument to measure physical activity, nutrition attitudes, and dietary and physical activity behaviors in children and adolescents. The SPAN questionnaire has 2 versions.

Objective

This study was conducted to evaluate the validity of food consumption items from the elementary school version of the SPAN questionnaire.

Design

Validity was assessed by comparing food items selected on the questionnaire with food items reported from a single 24-hour recall covering the same reference period.

Setting

5 elementary schools in Indiana.

Participants

Fourth-grade student volunteers (N = 121) from 5 …

Beyond Competition--Innovation For A Sustainable Future, Stephanie Pace Marshall

Publications & Research

Dr. Marshall outlines her belief that the current context and conditions of schooling are far too constrained, prescribed and risk-averse for our children’s imagination, and as a result, actually mitigate against innovative thinking and creative and collaborative problem-solving. Authentic learning is a live encounter. She feels that we cannot mandate, punish or test our children into greatness and provides recommendations for educational transformation--not reform--to design the educational experiences needed by today's children.

School-Based Mental Health: A De Facto Mental Health System For Children, Steve Jacob, Alberto Coustasse

Management Faculty Research

As the nation's schools seek to fulfill the academic imperatives of the federal No Child Left Behind Act and associated state imperatives, they may be forgetting an important missing element in boosting academic achievement: directly confronting the mental health and psychosocial needs that impede a significant percentage of children and adolescents. This article explores the available research on mental health services in schools and the theoretical basis for multiple approaches to the problem. Creating a comprehensive solution to address mental and behavioral barriers to learning could significantly improve academic performance in U.S. primary and secondary schools.

Standards For Educational, Edutainment, And Developmentally Beneficial Computer Games, R. Peterson, I. Verenikina, J. Herrington

Faculty of Education - Papers (Archive)

The results of a comprehensive review of the body of research concerning the developmental and educational value of computer gaming for children is reported. Based on the review, design criteria are proposed for educational and edutainment computer games. In addition, a hierarchy of educational, edutainment, and entertainment game categories is introduced. It is argued that a standard educational labeling system is needed to assist parents and teachers with selecting computer games. A gap in the research is highlighted with regard to the affordances of computer games to facilitate the development of young children’s higher order thinking. It is recommended that …

The Affordances And Limitations Of Computers For Play In Early Childhood, I. Verenikina, J. Herrington, R. Peterson, Jessica Mantei

Faculty of Education - Papers (Archive)

The widespread proliferation of computer games for children as young as 6 months of age, merits a re-examination of their manner of use and their facility to provide opportunities for developmental play. This paper describes a research study conducted to explore the use of computer games by young children, specifically to investigate the affordances and limitations of such games and the features of children’s traditional play that can be supported and further enhanced by different kinds of computer play. Computer games were classified and selected according to game characteristics that support higher order thinking. Children aged 5 and 7 were …

The Mouse Is Not A Toy: Young Children's Interactions With E-Games, Susan Roberts, Emilia N. Djonov, Jane Torr

Faculty of Education - Papers (Archive)

Little is known about how children under 5 years respond to electronic texts. Traditional methods of transcription can record spoken language and paralinguistic features, but not the relations between children’s non-verbal behaviour (e.g. gaze, gesture, facial expressions) and the visual elements which are the focus of their attention. In this paper, drawing on naturalistic videotaped data from 4 children aged 4–5 years interacting with I Spy CD-ROMs (Scholastic), we offer an innovative method of transcription which may be used to help us understand children’s responses in depth. The method captures each child’s language, body posture, facial expressions and gestures, in …

An Investigation Of The Relationship Between Financial Capability And Psychological Well-Being In Mothers Of Young Children In Poor Areas In England, Edward Melhuish, Jay Belsky, Antero Malin

Faculty of Social Sciences - Papers (Archive)

Financial difficulties lead to financial distress that in turn may lead to poorer psychological well-being. Previous work on people's financial difficulties and capability indicates that those most vulnerable to financial difficulties may well suffer with regard to their psychological state. One particularly vulnerable group are families with young children in disadvantaged areas.

Influences On Children's Attainment And Progress In Key Stage 2: Social/Behavioural Outcomes In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Helena Jelicic

Faculty of Social Sciences - Papers (Archive)

This report describes the results of analyses on children's social/behavioural outcomes at the end of Key Stage 2 (11 years old) and investigates social/behavioural development across Key Stage 2 (from Year 2 to Year 6).

Influences On Children's Attainment And Progress In Key Stage 2: Cognitive Outcomes In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt

Faculty of Social Sciences - Papers (Archive)

The report presents the results of analyses related to the primary school phase of a major longitudinal study investigating the influence of pre-school and primary school on children's development. Specifically, this report is concerned with children's cognitive attainments at the end of Year 6 when the children were aged eleven and their academic progress from the age of seven to eleven: Key Stage 2. The findings also extend and develop the findings from previous earlier ages.

Final Report From The Primary Phase: Pre-School, School And Family Influences On Children's Development During Key Stage 2 (7-11), Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

EPPE 3-11 is a large study of the developmental trajectories of approximately 2800 children in England from age 3 to 11 years. This report focuses on the primary school phase, particularly Key Stage 2 (ages 7-11). Many children have prospered, leaving Key Stage 2 (at age 11) with confidence and armed with the skills they need to tackle learning in secondary school. However, some children moved onto secondary school with poor skills in key areas or with low self-image and aspiration. The EPPE 3-11 project set out to explain some of the reasons behind these different developmental trajectories.

Influences On Children's Cognitive And Social Development In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt, Helena Jelicic

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of background factors, pre-school and school experiences on a national sample of young children in England between the ages of 3 and 11 years. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and children's subsequent cognitive (English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperactivity' and 'Anti-social' behaviour) at age 11 in Year 6 of primary school. It also investigates children's academic and developmental progress across Key Stage 2 (between Year 2 and Year 6). The brief …

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11) - Final Report From The Primary Phase: Pre-School, School And Family Influences On Children's Development During Key Stage 2 (7-11), Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-school and Primary Education 3-11 project (EPPE 3-11) has studied pre-school and primary school experiences for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief summarises the key findings up to the end of primary school. It focuses on the relationships between child, family, home, pre-school and primary school characteristics and pupils' subsequent cognitive (Reading/English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperacti vity' and 'Anti-social' behaviour) at ages 10 and 11 in Years 5 and 6 of primary school. It also reports on associations between …

Effects Of Fully-Established Sure Start Local Programmes On 3-Year-Old Children And Their Families Living In England: A Quasi-Experimental Observational Study, Edward Melhuish, Jay Belsky, Alastair H. Leyland, Jacqueline Barnes

Faculty of Social Sciences - Papers (Archive)

Background

Sure Start Local Programmes (SSLPs) are area-based interventions to improve services for young children and their families in deprived communities, promote health and development, and reduce inequalities. We therefore investigated whether SSLPs affect the wellbeing of 3-year-old children and their families.

Methods

In a quasi-experimental observational study, we compared 5883 3-year-old children and their families from 93 disadvantaged SSLP areas with 1879 3-year-old children and their families from 72 similarly deprived areas in England who took part in the Millennium Cohort Study. We studied 14 outcomes—children's immunisations, accidents, language development, positive and negative social behaviours, and independence; parenting risk; …

The Big Fish Strikes Again But In A Different Place: Social Comparison Theory And Children With Special Needs, Roselyn May Dixon, Marjorie Seaton, Robert John Dixon

Faculty of Social Sciences - Papers (Archive)

This paper will address the implications of Big-Fish Little Pond Effect (BFLPE) and social comparison theory and school placement of students with special needs. It made use of the PISA data base to determine if type of educational placement had an impact on the academic self-concept with children with special needs. Multiple regression techniques were used to delineate the relationships.

The Influence Of School And Teaching Quality On Children's Progress In Primary School, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Sofka Barreau, Yvonne Grabbe

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of pre- school, primary school and the family on a range of outcomes for a national sample of 2500+ young children in England between the ages of 3 and 11 years. This Research Brief presents analyses drawing on detailed observations of primary teachers' classroom practices in a sub-sample of 125 classes attended by EPPE 3-11 children during the time they were in Year 5 of primary school (age 10 years). It investigates the relationships between different classroom-level practices and children's progress in cognitive (Reading and Maths) and …

A Partnership In Nebraska With The Humane Society, Sarah K. Edwards, Rebecca J. Pasco, M. Susan Mcwilliams, Kathy Everts Danielson

Teacher Education Faculty Publications

Perhaps service-learning continues to grow as an effective pedagogy in colleges of education because it offers everyone involved an opportunity to put words into action. With the news full of stories of bullying and school shootings, teachers and teacher candidates look for someone to help them make sense of what feels to be a growing trend of cruelty. Perhaps it is a natural reaction for teachers to want to do something positive in the face of brutality. Perhaps our wanting to be proactive corresponds to whatever drew us to education in the first place. Regardless of the cause, four literacy …