Use Of Workbooks Research Articles

“We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children

Koreans, as the seventh largest ethnic group in the United States, are underrepresented in educational research. There have been mixed findings on Korean caregivers’ practices which may be due to several factors including both cultural as well as generational changes in how Korean caregivers raise and educate their child. As a part of a larger mixed-method study that examined the effects of school readiness program for Korean preschoolers in the U.S., the current qualitative study explored fourteen Korean caregivers’ beliefs and practices related to school readiness through in-depth interviews. Findings revealed that Korean caregivers’ beliefs related to school readiness included: (1) importance of relationships, (2) emphasis on rules and social manners, (3) early literacy as a foundation for different subject areas, and (4) English as a means for effective communication and adjustment to school. . In terms of practices, Korean caregivers reported (1) use of workbooks and tutoring (2) using naturalistic opportunities for social emotional learning; (3) developing a structured routine, and (4) use of sports and outdoor activities. Implications for culturally responsive, family-centered practice, policies, and research are presented.

Role of Workbooks and Teacher’s Books in Lower-secondary Chemistry Education in Czechia

Textbooks as a prominent product of educational content’s didactical transformation are usually published as a series. Textbooks are often accompanied by workbooks and teacher’s books. These publications are designed to support teacher’s work and can have a significant impact on the teaching practice. To deepen the understanding of chemical education at lower-secondary schools, the goal was to map chemistry teachers’ use of workbooks and teacher’s books. An electronic questionnaire containing close-ended questions as well as scales was used for this purpose. Information about workbooks and teacher’s books’ use, frequency of use, perceived importance and purpose were gathered. Whereas 63% of the 387 respondents reported using workbooks they consider important for the quality of education, teacher’s books are only used by 24% of teachers, with only 4% reporting their frequent use. The results indicate that workbooks are mostly used during chemistry lessons or for student homework, however a significant share of teachers mentioned using them for lesson preparation. The absence of a teacher’s book, coupled with the teachers’ reluctance to use them even when available, also pointed to their approach to teaching preparation based on the search for educational content and specific activities rather than methodological support in a broader sense.

Supporting student learning through the use of a sequential case study workbook: An inductive content analysis of student feedback

BackgroundThe use of workbooks to support nursing student learning are not new. Used in a variety of guises and differing delivery formats from printed to electronic, enables nursing students to engage in specific complex patient conditions with the view to enhancing and support learning. However, evaluating the effectiveness of the workbook itself is often overlooked, instead value is expressed in academic success. AimThe aim of this study was to evaluate the effectiveness of a sequential based workbook to support student learning. MethodInductive content analysis was used to identify text patterns from end of semester student feedback. In all, three generic themes were identified – Usability, Knowledge and Content and Workload to create a main theme – The Living Workbook. ResultsOn the whole students found the workbook a user-friendly medium to support learning and importantly being able to apply the knowledge into the practice setting. There were a number of students who disliked the workbook because of the complexity of the case studies being presented and for being content heavy. ConclusionsDespite the challenges of passing the unit, the use of a sequential workbook to enhance the reality of providing nursing care to complex and challenging patient conditions was seen favourably.

The use of self-management strategies for problem gambling: a scoping review

BackgroundProblem gambling (PG) is a serious public health concern that disproportionately affects people experiencing poverty, homelessness, and multimorbidity including mental health and substance use concerns. Little research has focused on self-help and self-management in gambling recovery, despite evidence that a substantial number of people do not seek formal treatment. This study explored the literature on PG self-management strategies. Self-management was defined as the capacity to manage symptoms, the intervention, health consequences and altered lifestyle that accompanies a chronic health concern.MethodsWe searched 10 databases to identity interdisciplinary articles from the social sciences, allied health professions, nursing and psychology, between 2000 and June 28, 2017. We reviewed records for eligibility and extracted data from relevant articles. Studies were included in the review if they examined PG self-management strategies used by adults (18+) in at least a subset of the sample, and in which PG was confirmed using a validated diagnostic or screening tool.ResultsWe conducted a scoping review of studies from 2000 to 2017, identifying 31 articles that met the criteria for full text review from a search strategy that yielded 2662 potential articles. The majority of studies examined self-exclusion (39%), followed by use of workbooks (35%), and money or time limiting strategies (17%). The remaining 8% focused on cognitive, behavioural and coping strategies, stress management, and mindfulness.ConclusionsGiven that a minority of people with gambling concerns seek treatment, that stigma is an enormous barrier to care, and that PG services are scarce and most do not address multimorbidity, it is important to examine the personal self-management of gambling as an alternative to formalized treatment.

2212 実践的PM力強化のための事例問題集の開発と活用 : プロジェクト横断面での問題解決事例はPMノウハウの宝庫(一般セッション)

2212 実践的PM力強化のための事例問題集の開発と活用 : プロジェクト横断面での問題解決事例はPMノウハウの宝庫(一般セッション)

ДОСВІД ВИКЛАДАННЯ МЕДИЧНОЇ БІОЛОГІЇ АНГЛОМОВНИМ СТУДЕНТАМ

Використання англійської мови як мови вивчення медичної біології дало змогу розробити напрямки вдосконалення професійної майстерності викладацького складу кафедри та підвищення якості знань англомовних студентів. Досвід організації навчального процесу засвідчив необхідність постійного поновлення навчально-методичних та лекційних матеріалів даними сучасних досягнень науки і медицини. Створено посібник “Вибрані лекції з медичної біології” англійською мовою, який охоплює всі розділи дисципліни. Актуальним також є використання робочих зошитів для студентів, впровадження інноваційних технологій, підвищення якості тестового контролю, оволодіння практичними навичками та навичками наукової роботи.

The use of workbooks in South African grade 3 mathematics classrooms

The poor performance of South African learners on national and international benchmark tests in mathematics and literacy has prompted the South African Department of Basic Education (DBE) to devise intervention strategies, one of which is the provision of workbooks for learners. This paper is based on a case study of six Grade 3 teachers’ use of DBE workbooks. Data from classroom observations and interviews are reported and analyzed in relation to literature on mathematical and pedagogical resources. The key finding is that teachers use the workbooks in disparate ways as a resource and that the majority of the teachers in the case study use the workbooks in ways that do not resonate with the DBE’s intentions. We argue that the provision of resources alone may not lead to improved teaching and learning in primary school mathematics classrooms and that pre-service and in-service teacher education programmes need to include a focus on how resources such as workbooks can be utilized optimally

Transitioning Preschool Children with Developmental Concerns into Kindergarten: Ecological Characteristics of Inclusive Kindergarten Programs

The purpose of this paper is to provide the background for Project Pre-K: Transitioning Preschool Children with Developmental Concerns to Kindergarten, and discuss the ecological characteristics of inclusive kindergarten programs. Data were collected in 11 inclusive kindergarten programs in one urban county in southwestern Ohio using the Kindergarten Visit Checklist and field notes. Ecological characteristics observed included seating routines, group activities, seat work, curriculum, expectations of the child, and evidence of special services provided. Results indicated that the inclusive kindergarten programs observed were organized with a contemporary, elementary school program orientation (table work, teacher directed, assigned activities, use of workbooks and skill sheets, limited choice time, etc.). Implications of these results for children with developmental concerns transitioning from preschool to kindergarten are discussed.

Not Just for Men: A Case Study of the Teaching and Learning of Information Technology in Higher Education

Previous research has indicated that women areavoiding the `hard' end of computer studies on coursesin higher education. In this paper we challenge someof the descriptions of computing and suggest thatcomputing is best understood as a concrete sciencecharacterised by the acquisition of artistry. Wereport findings from a case study of men and women onIT courses in one higher education institution in theUK. Students followed common first-year modulesinvolving the use of workbooks aimed at encouragingindependent learning. Our methodology involvedobservations of the coaching styles of male andfemale tutors in computer laboratories. Thirty-fourone-and-a-half-hour sessions were observed. Attendancewas higher for the sessions led by female tutors, butmale students had higher attendance rates overall. Wefound that the male tutors had more short interactionswith female students and intervened more directlymanipulating the keyboard or mouse, but that both maleand female tutors spent longer with men in the class.However, women students we observed appearedconfident, were more vocal and were sought out bytheir peers as advice givers. Women tutors adopted amore active coaching style, which encouragedcollaboration between students and greater peerinteraction. We conclude that we should use casestudies to re-describe women's presence withincomputing and render it more visible. From ourobservations of women in computer laboratories it isclear that computing is not just for men.

The Tape of the Mind Workbook

This paper illustrates how programmed distance writing assignments, i.e., written homework assignments from The Tape of the Mind Workbook can be used in conjunction with traditional talk therapy. Pre- and post-testing, as well as a six month follow-up, was conducted, using the Basic Symptom Inventory (BSI). After completion of the workbook, the client reported which assignments from this workbook were most helpful and which were least helpful. Re-test after completion showed a significant improvement in the scores of the BSI. A six month follow-up re-test revealed the maintaining of the improved BSI score. The most important issue in combining the use of workbooks with traditional talk therapy is to find out which aspect of this combination is responsible for what changes.

Cross-National Perspectives on Developmentally Appropriate Practices for Early Childhood Programs

Abstract Administrators of preschool programs, preschool teachers, and parents of preschool children from four countries (Finland, the United States, China, and Ecuador) provided their views of what constitutes developmentally appropriate classroom practices for children ages 3–5. Their beliefs were surveyed with an instrument adapted from the list of developmentally appropriate professional standards for preschool programming published in the United States by the National Association for the Education of Young Children (Bredekamp, 1987). In general, respondents from Finland scored very high on all survey items. Administrators and teachers from the United States scored higher than U.S. parents. Parents in the United States were in favor of more straightforward teaching approaches, use of workbooks and textbooks for instruction, and weekly formal assessment. Respondents from China and Ecuador scored high on some items, and low on others, indicating a considerable variance. Preschool programs in both China and Ecuador appeared to be organized like many primary schools, with structured learning experiences for language and mathematics and use of more formalized assessment. Neither years of experience nor level of education had a consistent effect on the response patterns of teachers and administrators. Implications for differences across countries are discussed, along with some directions for future research.

Why Johnny Can Read

year-old British boys and girls read so fluently and write so easily, as I observed them on a recent visit to England. And even more incredible as I looked around was the absence of textbooks, ability grouping, reading circles, pre and post tests, and report cards or grades! What a striking contrast to the average American school! What techniques were the British using with such success? The American parent is bombarded with the importance of reading scores. The American student is subjected to formal standardized tests to get the magic number that will rate him into supposedly accurate reading levels. The American student, regardless of our devious ways, always knows if he is in the low, average or high reading group. Many text books are prescribed for the child to read, along with answering specific questions at the end of each story, along with daily use of workbooks and lesson sheets which are, in essence, more testing. In England I looked for workbooks and dittoes and found none. I looked for phonic books and drills and found none! I looked for five and six

The Effectiveness of Workbooks in the Elementary School Reading Program

WIDELY divergent viewpoints exist concerning the value of reading workbooks in the instruction al process of the elementary classroom. Oppo nents of the use of workbooks in the reading pro gram criticize them as busywork and claim it is impossible to meet the individual needs of child ren with this type of material. Proponents iden tify the workbooks as a near panacea for the ills of the entire reading program and claim that there are vast savings in teacher preparation time when the workbooks are used. Strangely, in education al literature there seems to be little middle ground between the two factions and even less re search evidence to support either viewpoint. To determine what objective evidence could be obtained regarding the advantages or disadvan tages of workbook or methods, a study was undertaken by this writer in 1959. With the approval of the Los Angeles Board of Educa tion, the objectives of this study were implement ed by staff members of the D iv is ion of Intruc tional Services and Elementary Education. * This research, therefore, attempted to m e a s u re the relative effectiveness of workbook and non-work book methods of follow-up activity through an an alysis of empirical evidence gathered in a highly controlled learning experiment. The ''workbook method was defined as a reading follow-up activity involving the use of a commercially published, consumable book design ed to accompany a specific basal reader. A non-workbook method was defined as a reading follow-up activity involving the use of materials designed and prepared by individual teachers for specific reading groups. The term follow-up, when used to describe apart of a lesson or type of reading material, was defined as a reading ac tivity designed to reinforce previous teaching and to afford practice for the pupil in specific reading skills.

An Analysis of Algebra Workbooks

Every biennium sees the appearance of some new idea or device in the educational field. Intelligence tests, achievement tests, the project method, contract schemes to individualize instruction, the socialized reci tation?all of these and many others have passed through the stages of enthusiastic acceptance or use, critical evaluation, and finally a proper placing in the realm of things educational. Of late, great interest has been evident in the preparation and use of workbooks and other supple mentary class material. We are passing through the stage of enthusiastic acceptance and use. The purpose of this present investigation is to ex amine critically the contents of nine algebra workbooks to determine the amount of drill material included under the various topics recommended as desirable for the ninth-grade or first-year course in algebra. It is, of course, realized that algebra consists of more than incessant drill upon mechanics?the particular aspect treated in this study. Prob lems, for example, and algebraic symbolism, do and should receive atten tion in a first-year course. Moreover, certain phases of the subject hav ing peculiar social utility?the graph, the formula, and the equation? receive attention in the workbooks. Analyses of the treatment of all these phases of first-year algebra have been made and will form the basis for future articles. If, by means of workbooks, mastery of the mechanical skills can be acquired more readily and more quickly, time may be saved for wider applications of the subject which have greater information and utilitarian value. It is a consummation to be hoped for. There are at present nine first-year algebra workbooks available for use. The natural first step in analyzing their suitability for a given classroom situation is to ascertain the purposes for which they were con structed. Table I, therefore, gives the aims of each workbook as stated by the authors. We see that such books may be expected to be of the greatest service in measuring the achievement of pupils, in providing drill material for classroom use, in supplementing the textbook, in diag nosing and caring for individual differences, in recording pupil progress, in developing speed by furnishing time limits, and in saving pupil and teacher time. Eight other minor purposes are not listed. Naturally enough, in the different workbooks, the authors have not stressed equally each aim. Therefore, before deciding upon a book, teachers should study the purposes as given by the writer and then examine the book carefully 116