共查询到20条相似文献,搜索用时 15 毫秒
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Ni Chang 《Early Childhood Education Journal》2012,40(3):187-193
It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known
that children’s drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for
teachers to incorporate children’s drawings into building science concepts. To demonstrate how drawings are utilized to help
a child to acquire a science concept, the article first presents a vignette of an interaction between an adult and a 5-year-old
boy, focusing on the science concept of the physical characteristics of a spider. It is then followed by several analytical
explanations of how drawings build children’s understandings. Not only are the introduced strategies useful for one-on-one
interactive communication, but also applicable to a small group of young children. The article ends with the specifics of
how these strategies were applied to a group of four children in their acquisition of the science concept of the water cycle. 相似文献
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Michelle M. Espino 《Journal of Latinos & Education》2016,15(2):73-90
Guided by the framework of community cultural wealth, this study uncovered how 7 low-income, 1st-generation Mexican American PhDs interpreted their parents’ and families’ educational aspirations, messages imbued with aspects of normative parental/familial involvement as well as cultural forms of support. This study demonstrates the power of narratives that children carry with them as they navigate various educational systems. I discuss strategies for helping Mexican American students make meaning of these messages and negotiate potential conflicts with their goals of degree attainment, and I add a new dimension to research on the formation of educational aspirations and the role of educación. 相似文献
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Susan Lutz Klauda 《Educational Psychology Review》2009,21(4):325-363
Parent support for reading is one of the many elements that may play a role in the development and sustainment of children’s
reading motivation; to date, however, research has focused much more on the role that parents play in their preschool and
primary-grade children’s reading than in their older children’s reading. Thus, this paper examines the findings and methodology
of empirical studies concerning the ways and extent to which parent support for reading relates to the reading motivations
and habits of students in the fourth through 12th grades. The review includes discussion of extant quantitative, qualitative,
and mixed-method studies, theoretical models from the reading domain applicable to the socialization of reading practices,
and extensive recommendations for future research. The dual purpose of this review is to present a sketch of the role of parents’
in adolescents’ reading motivation based on extant work and to encourage research that will help develop this sketch into
a fuller portrait. 相似文献
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Parental Involvement in Children’s Learning: The Case of Cochlear Implantation—Parents as Educators?
Marieke Bruin 《Scandinavian Journal of Educational Research》2018,62(4):601-616
Extensive research emphasises the importance of parental involvement for children’s learning and academic achievement. This paper reports from a Norwegian study researching parents’ experiences on follow-up after their child’s cochlear implantation. Within this context, parental involvement is suggested to be of major importance for the child’s language learning. The study explores the parents’ talk on their involvement in the child’s language after implantation. Data consist of 27 written parental accounts and interviews with 14 of these parents. The analysis shows the parents’ extensive involvement in the child’s language learning. The study brings into conversation how understandings of learning influence parental involvement, leading to implications for the parents and children involved. It addresses a need for debate on how parents can support children’s learning, whilst avoiding parenthood becoming a series of educational tasks. 相似文献
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Hermína Gunnþórsdóttir Stéphanie Barillé Markus Meckl 《Scandinavian Journal of Educational Research》2019,63(4):605-616
In recent years Icelandic schools have seen an increase in students with immigrant background. These changes require schools and teachers to respond to the educational needs these students may have. The aim of this article is to examine these changes by looking at the experience of teachers and parents of immigrant students regarding their education. As part of this qualitative research, 38 teachers were interviewed in focus groups with a view to the challenges and experiences of teaching immigrant students. Ten parents were also interviewed individually about their experiences of Icelandic schools and their children’s education. The findings revealed that teachers are unsupported in their quest for understanding and managing multicultural education and that the Icelandic school system challenges foreign parents’ understanding of school as a traditional place for learning. It is suggested that addressing the lack of collaboration and discussion between both parties on students’ needs and parents’ expectations could improve the education of immigrant students. 相似文献
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Brian R. Sevier 《Journal of Educational Change》2008,9(2):123-151
In 1971, Seymour Sarason published his now classic book on educational reform entitled, The Culture of the School and the Problem
of Change. In the text, Sarason devotes an entire chapter to what he terms the modal process of change. The characteristics
of this process, unfortunately, remain salient in today’s educational climate. The Project in Intergroup Education was an
educational reform that attempted to bring issues of intolerance and discrimination into K-12 classrooms during the post WWII
era. In this article, I contend that using the conceptual lens suggested by Sarason’s modal process, the examination of the
Project offers a historical exemplar of an educational change and illuminates ways in which we might seek to challenge the
typical implementation of change. Specifically we can see counterevidence to the modal process in the Project’s emphasis on
the significance and inclusion of the classroom teacher, the importance of school contexts and particular needs of students,
and in the ways in which the curricular work of participating teachers evinced the changes sought by Project leaders.
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Brian R. SevierEmail: |
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《The Journal of educational research》2012,105(3):124-126
AbstractThis study tested relationships between selected predictors and success in the Master's degree program in education at The Ohio State University for 171 students who received the degree during the 1962-63 academic year. The basic statistical tool used was multiple regression analysis in which the dependent variables were the graduate grade-point average (GPA) and adviser ratings.The three best single predictors (all significant at the one per cent level) were found to be undergraduate GPA, the Watson-Glaser Critical Thinking Appraisal Test, and The Ohio State University Psychological Test. A multiple predictor involving these three variables yielded a correlation coefficient of .389 with the graduate GPA. The difference in predictor correlation between undergraduate GPA for all four years and that for only the last two years was very slight. 相似文献
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Children’s naive theories include misconceptions which can interfere with science learning. This research examined the effect of pairing anomalies with alternative theories, and their order of presentation, on children’s belief revision. Children believe that heavy objects sink and light ones float. In a pre-, mid-, and post-test design, 5-year-olds (N = 96) were assigned to one of two conditions, where they were either exposed to an alternative theory about buoyancy and then observed anomalies (Explanation-First), or the reverse (Anomalies-First). At mid-test, children were more likely to revise their beliefs after exposure to an alternative theory than anomalies alone. At post-test, children revised their naïve belief when they had access to an alternative theory before the anomalous evidence than in the opposite order. 相似文献
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This paper attempts to clarify several lines of research on gender in development and education, inter‐relating findings from studies on intuitive/informal knowledge with those from research on achievements and attitudes in science. It acknowledges the declining proportions of male teachers world‐wide and examination successes which indicate a reversal of educational disadvantage from female to male; as well as the recent evidence on the effects of the gender of teachers upon student success. An empirical contribution to the literature is offered, drawing from the gender‐related findings from research on children’s cosmologies in China and New Zealand with 346 boys and 340 girls (of whom 119 boys and 121 girls participated in the current study). The investigation focused on children’s concepts of the motion and shape of the Earth through observational astronomy and gave children opportunities to express their ideas in several modalities. The in‐depth interviews allowed children to share their meanings with gender differences becoming apparent (e.g. girls’ superior ability to visually represent their cosmologies and boys’ greater awareness of gravity). However, these differences were not universal across genders or cultures and marked similarities were apparent both in the content of children’s responses and in their reasoning processes. By comparing boy/girl cosmological concept categories and by tracking their developmental trends by age, statistical evidence revealed the extent of the similarities within and across these diverse cultures. The findings reinforce those from the authors’ knowledge restructuring and cultural mediation studies and provide support for the view that boys and girls have similar, holistic‐rather‐than‐fragmented, cosmologies which have features in common across cultures and ethnic groups. 相似文献
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Akanksha Soni Santha Kumari 《International Journal of Science and Mathematics Education》2017,15(2):331-347
The present study investigated the antecedents and consequences of children’s math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math anxiety of parents and their children was measured using the Mathematics Anxiety Scale Short Version (MARS-SV), the Mathematics Anxiety Scale for Elementary School Students (MARS-E), and the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). Math attitude was assessed with the Attitude Towards Mathematics Inventory (ATMI). A math achievement test was constructed for each grade level based on their curriculum. Path analyses were conducted to test the suggested conceptual model, and the results indicate that parental math anxiety and math attitude act as precursors to their children’s math anxiety and math attitude and further influence the math achievement of their children. 相似文献
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Research Findings: The present study investigated the social and cognitive precursors of vocabulary knowledge in 239 Turkish preschoolers both concurrently (Time 1 [T1] Mage = 53.29 months, SD = 10.19) and subsequently 1 year later (Time 2 [T2] Mage = 65.40 months, SD = 10.55). We examined the role of parenting behaviors by focusing on emotional and stimulation aspects of parenting (maternal warmth and inductive reasoning) and children’s inhibitory control skills in vocabulary comprehension. The results showed that T1 maternal warmth was linked with neither concurrent nor subsequent vocabulary knowledge, whereas T1 maternal inductive reasoning predicted vocabulary knowledge 1 year later. On the other hand, T1 inhibitory control predicted vocabulary knowledge at both time points, even when the child’s age and SES were controlled. T1 vocabulary knowledge mediated the links from T1 inhibitory control and SES to T2 vocabulary knowledge. The findings highlighted that parenting, children’s regulation skills, and broader contextual variables (SES) are all involved in the development of children’s vocabulary knowledge. Practice or Policy: The findings provided a nuanced understanding of the relation between aspects of parenting and vocabulary knowledge by showing that not maternal warmth but inductive reasoning is crucial for enhancing word comprehension of preschoolers. 相似文献
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Susan Louise Stewart 《Children‘s Literature in Education》2008,39(2):95-105
The author analyzes two texts, Gloria Whelan’s Homeless Bird and Deborah Ellis’s Parvana’s Journey, in an attempt to explain some of the problems and difficulties associated with those texts. The author examines Whelan’s
representations of India and finds troubling binaries associated with that text. In comparison, the author finds Ellis’s depictions
of Afghanistan more nuanced and complex. The author also discusses student reception of both texts and offers ways to problematize
some of their reactions.
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Susan Louise StewartEmail: |
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《Paedagogica Historica: International Journal of the History of Education》2012,48(4-5):507-534
We teach them the craft of word‐spinning. The damage is done, we should be teaching them the art of seeing. (Frank Pick) 相似文献
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Bayram Asilioglu 《Children‘s Literature in Education》2008,39(1):1-8
The anecdotes of Nasreddin Hodja, who lived in Anatolia in the 13th century, have always attracted people due to the humour they contain, but this discussion also focuses on exploring the educational value of the anecdotes. According to teachers who contributed to this study, the anecdotes stimulate students’ interest in language work, create a relaxed learning atmosphere and help students think positively through Nasreddin Hodja’s humour. The anecdotes, which relate to social life and society, cover a rich diversity of topics with both positive and negative examples of behaviour; and they also may provoke positive effects in the personality development of children. 相似文献