Benefits of a Low-Stakes Write-to-Learn Assignment on Exam Performance

2019 ◽  
Vol 47 (1) ◽  
pp. 45-49
Author(s):  
Colleen M. Stevenson
Keyword(s):  
Child Development ◽  
Exam Performance ◽  
Course Content ◽  
Key Concepts ◽  
Write To Learn ◽  
Nature And Nurture ◽  
Performance Results ◽  
Development Course

This study examined whether a low-stakes write-to-learn (WTL) assignment improved exam performance. Students in one section of a child development course completed five assignments during a semester, whereby they identified 15 key concepts and related them to six themes (e.g., nature and nurture). Students in another section did not. Students who completed the WTL assignments performed significantly better in Exams 2 and 3 than students in the control condition. Within-group analyses indicated that only the students in the WTL condition improved exam performance and maintained that higher level of performance. Results suggest that WTL assignments that require students to review and apply course content produce modest benefits to learning and retention without unduly taxing instructors’ time.

The Upbringing of Man

2020 ◽  
pp. 41-77
Author(s):  
Andy Byford
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Social Reproduction ◽  
Scientific Study ◽  
Early Child Development ◽  
Culturally Specific ◽  
Early Child ◽  
The Core ◽  
Nature And Nurture ◽  
Specific Concept

The chapter begins by discussing the culturally specific concept of vospitanie (‘upbringing’), which is placed in the context of the dialectics of ‘nature’ and ‘nurture’ and related to problems of social reproduction confronting the Russian educated strata in conditions of the empire’s modernization following the 1860s’ Great Reforms of Alexander II. In particular, the chapter examines the turning of vospitanie into a domain of knowledge, looking at the various constructions of a ‘science of upbringing’ (nauka o vospitanii). The latter was expected to be rooted in physiology and psychology, but in practice took on a number of different forms in the period between the 1860s and the 1900s. The core of this chapter focuses on the mobilization of parents from Russia’s educated classes into the scientific study of early child development. The chapter discusses: the construction of the figure of a pseudo-professional ‘mother-educator’ (mat′-vospitatel′nitsa) as a target of expert discourse; the rise of parents’ circles as frameworks for constituting new forms of expertise in child development that targeted the educated classes; the fostering in Russia of parent diaries as a method and genre for studying the earliest stages of child development; and finally, the attempt by the neuropsychiatrist Vladimir Bekhterev in the 1900s–1910s to transpose the study of early childhood from the unreliable hands of ‘subjective’ parents to the ‘objective’ setting of a lab-nursery at his Pedology Institute.

Correlation of Web usage and exam performance in a human anatomy and development course

2002 ◽  
Vol 15 (5) ◽  
pp. 351-355 ◽  
Author(s):  
Lawrence J. Rizzolo ◽  
Marcus Aden ◽  
William B. Stewart
Keyword(s):  
Human Anatomy ◽  
Exam Performance ◽  
Web Usage ◽  
Development Course

scholarly journals Research Participation Improves Student's Exam Performance

2012 ◽  
Vol 15 (2) ◽  
pp. 544-550 ◽  
Author(s):  
Beatriz Gil-Gómez de Liaño ◽  
Orfelio G. León ◽  
David Pascual-Ezama
Keyword(s):  
Social Sciences ◽  
Journal Article ◽  
Research Participation ◽  
Exam Performance ◽  
Scientific Conference ◽  
Active Method ◽  
Beneficial Effects ◽  
Performance Results ◽  
Performance Satisfaction ◽  
Answering Questions

Although there have been several attempts to explore for beneficial effects of research participation in social sciences, most of them have mainly explored satisfaction and students learning perceptions (e.g., Bowman & Waite, 2003). Very few works have studied learning by measuring exam performance. Moreover, participation has been usually conceptualized as a mixture of active and passive participation, including in the same measure different practices such as filling up questionnaires, running experiments or reading and answering questions about a journal article or a scientific conference. The present work tries to determine if there is an advantage due to research participation comparing exam performance, satisfaction and perceived learning of the matter Research Methods in Psychology, in three different groups (non-participating, passive and active participating). As we can see in the results, the mere participation benefits exam performance. Results are discussed in terms of the use of research participation as a new powerful active method in education.

Development and Psychopathology

2018 ◽  
Author(s):  
Elizabeth P. Hayden ◽  
C. Emily Durbin
Keyword(s):  
Child Development ◽  
Developmental Psychopathology ◽  
Scientific Discipline ◽  
Conceptual Approach ◽  
Research Attention ◽  
Current Trends ◽  
Current State ◽  
Key Concepts ◽  
Conceptual Consideration ◽  
State Of The Field

The developmental psychopathology perspective, which can be understood as both a conceptual approach and a scientific discipline, aims to integrate the historically distinct domains of child development and psychopathology toward the goal of advancing the understanding of children’s adaptation and maladaptation. This chapter provides an overview of the key concepts and methodologies that characterize the discipline, drawing heavily on seminal early work on the topic; these key concepts and methodologies are integrated with a consideration of current trends and concepts in the field. The current state of the field is summarized and outstanding issues that merit further conceptual consideration and research attention are highlighted.

The importance of fathers in building stronger families

2004 ◽  
Vol 29 (2) ◽  
pp. 30-34 ◽  
Author(s):  
Joe Fleming
Keyword(s):  
Child Welfare ◽  
Child Development ◽  
Ethnic Group ◽  
Child Rearing ◽  
Beliefs And Practices ◽  
Father Figures ◽  
Welfare Work ◽  
The Family ◽  
Key Concepts ◽  
And Gender

Fathers and father figures in child welfare and child development have often been neglected as a focus of interest and research, yet they are often recognised as being a key to the functioning of the family. In addition to this concept, parenting beliefs and practices inevitably influence those of child development and child rearing. By beginning to unravel the differences between role and gender and looking at the diverse dimensions of fatherhood, it is contended that there is no definitive discourse regarding fatherhood in the same way as it is suggested about motherhood.Whoever these men are, and whichever ethnic group or culture that they may originate from, it is argued that they have often been ignored or avoided in child welfare work. It is hoped that by identifying some of the key concepts in this overlooked area, intervention can be planned to engage fathers more constructively.

scholarly journals Knowledge of child development in the interface of theory and practice in foundation phase teacher education

2017 ◽  
Vol 7 (1) ◽  
pp. 6 ◽  
Author(s):  
Lara Ragpot
Keyword(s):  
Teacher Education ◽  
Child Development ◽  
Young Children ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Childhood Development ◽  
Course Content ◽  
School Classroom ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

scholarly journals Reading and writing for complexity: Using key concepts and key terms to engage multilingual and other learners in scholarly conversations

2016 ◽  
Vol 8 ◽  
Author(s):  
Anna Sophia Habib ◽  
Karyn Mallett ◽  
Sharon Doetsch-Kidder ◽  
James Savage ◽  
Esther Namubiru
Keyword(s):  
Academic Writing ◽  
Research Question ◽  
Course Content ◽  
Multilingual Students ◽  
Search Terms ◽  
Writing Students ◽  
Key Concepts ◽  
Object Of Study ◽  
Conscious Attention ◽  
Key Terms

Mason faculty across the curriculum have expressed concern about their multilingual students’ ability to understand and engage with complex course content (Zawacki and Habib, 2014). This interactive session by composition and language faculty in the INTO Mason undergraduate and graduate pathway programs is designed to respond to this faculty concern. The session will provide strategies for how to teach students to engage with complex course content through conscious attention to the key concepts in their course readings and the terms used to define, describe, expand, and limit those concepts. This approach serves as a foundation for reading comprehension, drawing connections between sources, building an object of study, limiting or shaping the scope of a research question, finding search terms, evaluating sources, and writing coherent academic paragraphs. Participants will learn tools for teaching deep reading that will allow students to confidently recognize the writing strategies of successful academic scholars. By drawing attention to the conventions and language patterns of academic writing, students can improve their comprehension of complex course content while developing skills for critical thinking, writing, and research. 

scholarly journals Nature and nurture in neuropsychiatric genetics: where do we stand?

2010 ◽  
Vol 12 (1) ◽  
pp. 7-23 ◽  
Keyword(s):  
Risk Factors ◽  
Genetic Epidemiology ◽  
Genetic Variants ◽  
Recent Progress ◽  
Molecular Genetic ◽  
Great Promise ◽  
Human Populations ◽  
Genetic Studies ◽  
Key Concepts ◽  
Nature And Nurture

Both genetic and nongenetic risk factors, as well as interactions and correlations between them, are thought to contribute to the etiology of psychiatric and behavioral phenotypes. Genetic epidemiology consistently supports the involvement of genes in liability. Molecular genetic studies have been less successful in identifying liability genes, but recent progress suggests that a number of specific genes contributing to risk have been identified. Collectively, the results are complex and inconsistent, with a single common DNA variant in any gene influencing risk across human populations. Few specific genetic variants influencing risk have been unambiguously identified, Contemporary approaches, however hold great promise to further elucidate liability genes and variants, as well as their potential inter-relationships with each other and with the environment. We will review the fields of genetic epidemiology and molecular genetics, providing examples from the literature to illustrate the key concepts emerging from this work.

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