Khalid Mahmood Malik, Meina Zhu
Do project-based learning, hands-on activities, and flipped teaching enhance student's learning of introductory theoretical computing classes?
Education and information technologies
oral language skills associated childrens later selfregulation academic skills turn selfregulation early childhood predicts successful functioning later life primary objective study evaluate separate combined effectiveness oral language intervention enhancing rich conversations enrich selfregulation intervention enhancing neurocognitive growth aid games exercise engage early childhood teachers parents childrens oral language selfregulation academic functioning kia tmata pai best start study cluster randomised controlled trial teachers children approximately 140 early childhood centres new zealand centres randomly assigned receive either oral language intervention enrich selfregulation intervention engage interventions enrichengage active control condition teachers parents practices childrens oral language selfregulation development assessed baseline age 15 years approximately every 9 months age 5 academic performance age 6 teacherchild interactions also videotaped year subset centres childrens brain behaviour development parentchild interactions assessed every 6 months age 6 years subgroup volunteers kia tmata pai trial two substudies video project brain behaviour development approved university otago human ethics committee health h20116 reviewed cultural responsiveness ngi tahu research committee university otago mori advisory group university auckland liggins institute internal cultural advisory group results disseminated international national peerreviewed academic journals communicated local national international organisations serving early childhood teachers parents young children data available via communication corresponding author actrn12621000845831