Group items tagged

Taylor, M.J. . "Teaching Students with autistic spectrun disorders in HE." Teaching Students with autistic spectrun disorders in HE. N.p., n.d. Web. 3 Nov. 2010. . This article is a study to find out how to teach students with an autistic spectrum disorder in a higher education setting. This study lasted a few years as the college students closely studied a few individuals with different levels of autism.

Ryokai, K., C. Vaucelle, and J. Cassell. "Virtual Peers as Partners in Storytelling and Literacy Learning." Journal of Computer Assisted Learning 19.2 (2003): 195-208. Ohiolink. Web. 18 Nov. 2010\n\nThis article is about how children's literacy begins way before the children enter school. The keys to reading and writing are through storytelling. This helps them develop language skills that are improtant for their future literacy.

A film on OhioLINK. How could a child be a top math student yet not be able to read? Why can another child read well but not be able to write a paragraph that makes sense? While watching children being taught new ways to learn, this program offers expert insight into the nature of learning disabilities, why learning disabilities may also be accompanied by ADHD or social disorders, and what can be done to help children learn to compensate and succeed. A Meridian Production. (16 minutes, color)\n

A film on OhioLINK. Researchers debate whether differences in the brain architecture lead to a division of talents and aptitudes between the sexes. A bit dated, but could be helpful for those researching gender and literacy.\n

A film available on OhioLINK. \n\nTV and radio commercials, Web sites and banner ads, magazine ads, pop songs, photos, and even news articles and textbooks: all of them are sending messages to influence the reader/viewer/listener. How do they grab the attention? What are they selling-a product or service? a lifestyle? an ideology?-and why? Would a different media consumer interpret the message differently? This program raises more questions than it answers, which is the whole point: to prompt students to question, question, question the messages they are bombarded with daily. Savvy media consumers aren't born; they're made, and this program is an excellent tool for shaping the classroom dialogue. (35 minutes)

Cassell, J. and Ryokai K. "Making Space for Voice: Technologies to Support Children's Fantasy and Storytelling." Personal and Ubiquitous Computing 5.3 (2001):169-190. Ohiolink. Web. 18 Nov. 2010. This article talks about hoe technology today does not allow children to use their imaginations to the fullest. Children need to use their imaginations and they can do that through storytelling. When they make up stories and act out their favorite fantasy scenes, their imaginations grow.

Eckhoff, Angela, and Jennifer Urbach. "Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought." Early Childhood Education Journal 36.2 (2008): 179-185. Ohiolink. Web. 21 Nov. 2010. This article talks about how imagination is critical to education. Incorporating imagination in the classroom may prevent future education problems that aren't yet known. Also, they state that experience expands imagination. Imagination is based off of real life experiences according to Vygotsky's first law of imagination.

Nicholas, Sue, Helen Nixon, and Jennifer Rowsell. "The 'Good' Parent in Relation to Early Childhood Literacy: Symbolic Terrain and Lived Practice." Literacy 43.2 (2009): 65-74. Ohiolink. Web. 20 Nov. 2010. This article is about what parents should do with their children at home to help with their early learning. Parents are encouraged to promote their child's early learning right from the start (infancy). Parents should play with their children at home and at playgrounds. Parents should aslo read their children stories. These ideas for parents come from the government because they feel that parents should do more to help their child's learning.

Palmer, Barbara C., Shelly J. Harshbarger, and Cindy A. Koch. "Storytelling as a Constructivist Model for Developing Language and Literacy." Journal of Poetry Therapy 14.4(2001): 199-212. OhioLINK. Web. 3 Nov. 2010. This article lists the benefits of storytelling to young children. When teachers or any adult tells children stories it increases their vocabulary and their listening and reading comprehension. Through story telling, children also learn how to construct a story. They learn what the beginnning, middle, and end are. Once theyl learn how to construct a story, they begin to learn how to write their own stories. Storytelling greatly benefits children's literacy.

This is an article written from a given lecture about autism and education at the University of Birmingham. This article covers autistic spectrum disorders of all types. Jordan, Rita. "Autistic spectrum disorders: a challenge and a model for inclusion in education." OhioLINK Electronic Journal Center. Vol 35, issue 1, p. 11-15.

Porter, Stephen R., John Pryor. " The Effects of Heavy Episodic Alcohol Use on Student Engagement, Academic Performance, Time Use." Journal of College Student Development 48.4 ( 2007): 455-467. OhioLink. Web. 5 Nov. 2010. This article is about alcohol and the effects it has on college students. It talks about how alcohol causes cognitive impairment, students to miss class, and also not do their work. The article also talks about the correlation between the activities a student is involved in and the amount of alcohol a student consumes.

Zeigler, Donald W., Claire C. Wang. "The Neurocognitive Effects of Alcohol on Adolescents and College Students." Journal of Preventive Medicine 40 (2005): 23-32. OhioLink. Web. 8 Nov. 2010. This article is about the cognitive effects high-risk drinking has on college students. It explains how underage alcohol use is connected to brain damage and neurocognitive deficits, with implications for learning and intellectual development.

Briggs, Marilyn; Fleischhacker, Sheila; Mueller, Constance G. " Position of the Comprehensive School Nutrition Services." Journal of Nutrition Education and Behavior 42. 6 (2010): 360-371. OhioLink. Web. 15 Nov. 2010. This article explains how the ADA, SNA and SNE incorporated nutrition into schools. They are the ones who incorporated some health into our everyday teachings at school. These three groups have been advertising for a long time about what is necessary in order to stay healthy and be aware of your health.

Bottorf, Edna A. "A Study Comparing Art Abilities and General Intelligence of College Students." Journal of Educational Psychology 37.7 (1946): 398-426. OhioLINK. Web 3 Nov. 2010. This article discusses the connection between intelligence and artistic ability. It is essentially an overview of psychological studies investigating the same topic. The study involved various IQ tests and analysis of artistic ability. The studies were conducted at several schools of varying age groups. Bottorf examines the results and how they prove and disprove that the two areas are related.

This is a link to the listing for this book on OhioLINK. It sounds like it might be helpful to those doing research on literacy development, how we learn to read. As the description implies, this might be an easy introduction to a rather complex topic. Wolf, a professor of child development at Tufts University, integrates psychology and archaeology, linguistics and education, history and neuroscience in a truly path-breaking look at the development of the reading brain-a complicated phenomenon that Wolf seeks to chronicle from both the early history of humanity and the early stages of an individual's development ("unlike its component parts such as vision and speech... reading has no direct genetic program passing it on to future generations"). Along the way, Wolf introduces concepts like "word poverty," the situation in which children, by age five, have heard 32 million less words than their counterparts (with chilling long-term effects), and makes time for amusing and affecting anecdotes, like the only child she knew to fake a reading disorder (attempting to get back into his beloved literacy training program). Though it could probably command a book of its own, the sizable third section of the book covers the complex topic of dyslexia, explaining clearly and expertly "what happens when the brain can't learn to read." One of those rare books that synthesizes cutting edge, interdisciplinary research with the inviting tone of a curious, erudite friend (think Malcolm Gladwell), Wolf's first book for a general audience is an eye-opening winner, and deserves a wide readership. (From the description on Amazon.com.)

Stonerock, Krista H. "From Training to Practice: the Writing Center as a Setting for Learning to Tutor." OhioLINK. Ohio State University, 2005: 1-251. Web. 18 Nov. 2010. . This article is about first year college students going to writing programs to better on their first papers. Studies have shown that tutor strategies are more effective during first year of college. These studies also show that tutor's transfer their teaching skills to their peers. This study was done with an education yet personal role throughout all tutors in the case study.

Good for background information.

Earlier studies associated the first year of college with a dramatic increase in body weight, termed the "freshman 15". However, recent studies showed that weight gain might be smaller. The purpose of this review was to evaluate the extent of observed weight/body composition changes, including factors associated with them, among students entering university. Searches were conducted for studies examining weight/body composition changes during freshman semesters. Most studies were not comprehensive in assessing numerous potential causative factors for weight gain. Methods for assessing diet, physical activity, and behavioral factors varied among studies. Weight changes were often not quantified by measures of body composition (lean/fat) to ascertain that changes were limited just to gains in fat mass. Overall, weight changes ranged from 0.7-3.1 kg, but among individuals who gained weight, the range was narrower, 3.1-3.4 kg. There may be specific groups of students with a greater predisposition for weight gain and future research should focus on identifying those groups.

Objective: The aims of the study were to assess whether women during the first year of college experience (1) significant weight gain; (2) a prospective relation between dietary restraint and weight gain; (3) an increase in disordered eating; and (4) a prospective relation between dietary restraint or concern about the Freshmen 15 (i.e., weight gain of 15 lbs during the freshman year of college) and disordered eating.\n\nMethod\nParticipants were 336 female students in their first year of college who completed questionnaire measures of Body Mass Index (BMI), eating disorder pathology, dietary restraint, body image, and self-esteem.\n\nResults\nParticipants' mean weight gain was approximately 3 lbs (1.5 kg), and among those who gained weight, the mean gain was 7.32 lbs (3.3 kg). Dietary restraint in September did not predict weight change in April, but participants who lost weight reported significantly greater dietary restraint than those participants who gained weight. Eating disorder symptoms increased significantly from September to April. Dietary restraint, concern about the "Freshman 15", and self-esteem in September uniquely predicted EDE-Q Weight and Shape Concern subscale scores in April.\n\nDiscussion\nFemale students in their first year of college gain a small but significant amount of weight, and weight gain was mostly unrelated to dietary restraint. Disordered eating increases during the first year of college and, is predicted by prospective dietary restraint and concerns about weight gain.