Using Canadian Sesame Street Segments in Elementary Classrooms to Teach French

1983 ◽  
Vol 20 (3) ◽  
pp. 190-196
Author(s):  
Richard F. Lewis
Keyword(s):  
Elementary Classrooms ◽  
Sesame Street ◽  
Street Segments

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

2020 ◽  
Author(s):  
Amanda P. Goodwin ◽  
Sun-Joo Cho ◽  
Dan Reynolds ◽  
Rebecca Silverman ◽  
Stephanie Nunn
Keyword(s):  
Reading Achievement ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Talk

scholarly journals Street Food Stand Availability, Density, and Distribution Across Income Levels in Mexico City

2021 ◽  
Vol 18 (8) ◽  
pp. 3953
Author(s):  
Jose B. Rosales Chavez ◽  
Meg Bruening ◽  
Punam Ohri-Vachaspati ◽  
Rebecca E. Lee ◽  
Megan Jehn
Keyword(s):  
Mexico City ◽  
Food Environment ◽  
Local School ◽  
Middle Income ◽  
Street Food ◽  
Income Levels ◽  
Rigorous Approach ◽  
Ground Truthing ◽  
Document Relationships ◽  
Street Segments

Street food stands (SFS) are an understudied element of the food environment. Previous SFS studies have not used a rigorous approach to document the availability, density, and distribution of SFS across neighborhood income levels and points of access in Mexico City. A random sample (n = 761) of street segments representing 20 low-, middle-, and high-income neighborhoods were assessed using geographic information system (GIS) and ground-truthing methods. All three income levels contained SFS. However, SFS availability and density were higher in middle-income neighborhoods. The distribution of SFS showed that SFS were most often found near homes, transportation centers, and worksites. SFS availability near schools may have been limited by local school policies. Additional studies are needed to further document relationships between SFS availability, density, and distribution, and current structures and processes.

Hate Crime and Place: The Spatial and Temporal Concentration of Bias-Motivated Crime in Washington, D.C.

2021 ◽  
pp. 088626052098781
Author(s):  
Marin R. Wenger ◽  
Brendan Lantz
Keyword(s):  
Hate Crime ◽  
Hate Crimes ◽  
Temporal Perspective ◽  
Spatial Stability ◽  
Units Of Analysis ◽  
Crime Types ◽  
High Degree ◽  
Block Groups ◽  
Street Segments

Prior research suggests that many crime types are spatially concentrated and stable over time. Hate crime, however, is a unique crime type that is etiologically distinct from others. As such, examination of hate crime from a spatial and temporal perspective offers an opportunity to understand hate crime and the spatial concentration of crime more generally. The current study examines the spatial stability of hate crimes reported to the police in Washington, D.C., from 2012 through 2018 using street segments, intersections, and block groups as units of analysis. Findings reveal that hate crime is spatially concentrated, with less than 4% of street segments and intersections experiencing hate crime over the study period. Results reveal a high degree of spatial stability, both year-to-year and over the long term even when restricting the analysis to units that experienced at least one hate crime.

Adapted Use of Social Studies Textbooks in Elementary Classrooms

1994 ◽  
Vol 15 (4) ◽  
pp. 216-226 ◽  
Author(s):  
Rita M. Bean ◽  
Naomi Zigmond ◽  
Douglas K. Hartman
Keyword(s):  
Social Studies ◽  
Elementary Classrooms ◽  
Classroom Teachers ◽  
Social Studies Textbooks

Twenty-two classroom teachers (grades 1 through 7) were interviewed to obtain information about how they use their social studies textbooks, the problems they experience, and their perceptions of the strengths and weaknesses of the texts. Teachers were also asked to describe the modifications or adaptations they made to help students who might have difficulty understanding the textbook. Results indicated that although teachers liked having the textbook as a resource, they were concerned about content and comprehensibility. Teachers tended to solve the problem of textbook difficulty in three ways: Helping students to cope with the textbook, deemphasizing the textbook, or reinforcing and extending textbook information.

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