Teachers Don’t Always Do What They Think They Should: A Preliminary Validation of the Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire

The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed.     

Computers Don’t Do the Thinking电脑不会思考

电脑能够执行许多类似思考的工作．却无法真正思考。真正在思考每项工作的是人．而不是电脑。     

Do Students Know What They Know and What They Don’t Know? Using a Four-Tier Diagnostic Test to Assess the Nature of Students’ Alternative Conceptions

This study reports on the development and application of a four-tier multiple-choice (4TMC) diagnostic instrument, which has not been reported in the literature. It is an enhanced version of the two-tier multiple-choice (2TMC) test. As in 2TMC tests, its answer and reason tiers measure students’ content knowledge and explanatory knowledge, respectively. The two additional tiers measure the level of confidence of students in the correctness of their chosen options for the answer and reason tiers respectively. The 4TMC diagnostic test focused on the properties and propagation of mechanical waves. It was administered to 598 upper secondary students after they were formally instructed on the foregoing topics. The vast majority of the respondents were found to have an inadequate grasp of the topics tested. Mean scores and mean confidence associated with the answer tier was higher than those associated with the reason tier. The students tended to be poorly discriminating between what they know and what they do not know. Familiarity with the topic tested was associated with greater percentage of students giving correct answers, higher confidence, and better discrimination quotient. Nine genuine alternative conceptions (which were expressed with moderate levels of confidence by students) were identified.     

Don＇t Do Anything Wicked

根据短文内容，在每个空白处填写一个适当的词(词首字母已给出)：     

‘But What’s the Use? They Don’t Wear Breeches!’: Montaigne and the pedagogy of humor

Abstract

By virtue of his Essays Montaigne is rightly regarded not only as a radically modern philosopher but also as a transformative educational innovator. He confronted the extent to which pedantry and acculturation can justify cruelty by developing a conception of liberal arts education as the arts of liberation, and at the core of this education he placed the practice of essaying. This article argues that in easing us into essaying practices Montaigne qua educator makes reflexive use of three specific modes of didactic humor: incongruous comparison, subversive superiority, and leveling embodiment. Humor thus emerges as a cognitive disposition and communicative mode especially appropriate to the pedagogical engagement with difference today.     

Don’t overlook the obvious

这个故事有许多个版本,但都说明了一个真相:小心那些转移注意力的东西;不要忽略最明显的东西。有个男人在一家工厂工作了20年,每天晚上当他离开工厂的时候,他都会推着一辆满载稻草的小推车来到大门口的警卫处。警卫总是把稻草翻个底朝天,什么也找不出来,只好放行。一直到了这个男人退休的那一天,他仍然和往常一样来到警卫处,只是这次没有推小推车。他们已经做了好多年的朋友,警卫问他说,"查理,我看见你每天晚上从这里出去,有二十年了,我知道你一直在偷东西,现在你也退休了,告诉     

Don’t Break My Heart

(前不久,在重庆举行了“中国摇滚乐展示演唱会”,四支较具实力的乐队参加了演出,气氛热烈,充分显示了摇滚乐的魅力。本期介绍中国摇滚乐之霸——“黑豹”及作品。)     

Don’t短句大集合

<正>在日常生活中,会用到很多Don’t开头的短句,看看下面这些句子你会使用哪些呢?1.Don’t be a copycat!别学我!2.Don’t be a stranger!别这么见外嘛!3.Don’t be afraid!别害怕!4.Don’t be shy!别害羞!5.Don’t be so childish.别这么孩子气。6.Don’t be so modest     

Don’t Throw Them Away

Amanisgoingtothehouseofafriend .Itisquite　 1　awayandsohetakessomesandwichesalong　 2　hislunch .Ashegoesalong ,hesaysto　 3　 ,“Myfriendis　 4　togivemeaverynicemeal.Heisgoingtogivemegoodwineto　 5　 .Sowhat’stheuseofthesedry　 6　 !”Ashesaysthis,hethrowsthemontotheground .Hegoesonandcomestoariver.Theriverhasbecomeverybigbecauseofthe　 7　inthepastfewdays .Hecannot　 8　theriver.Hehopesthereisa　 9　totakehimover.Sohewaitsandwaits .Hewaitsforalongtime .Thenthesunbeginsto　 1 0　 .Them…     

Why Do They Smile?

他们为什么而笑呢?请看图然后把正确的答案和相应的图一一连线。1.Monkey wins the game.2.Giraffe gets many birthdaygifts.3.Baby Squirrel helpsmother wash the dishes.4.Today is Pig’s birthday.5.Bear is dreaming of eatinghoney.6.Giraffe’s mother buys ared bag     

SDN校园应用场景:Still Don’t kNow

SDN在校园网应用的场景可以用SDN的戏称来概括"Still Don’t kNow"。SDN既可以通过OpenFlow方式实现,也可以通过非OpenFlow方式实现,两种实现方式目前均有成熟的参考案例,但SDN在校园网中尚无有代表性的大规模实际应用案例。     

Model-Based Teaching and Learning with BioLogica™: What Do They Learn? How Do They Learn? How Do We Know?

This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper.     

Don’t Forget Your Own Motherland

If I have a chance to study in America I'll come back to work for my motherland when I have finished my subjects. My country is not so developed and rich as the U.S., but I love her very much.Some people say "America is Heaven on earth. Laving in America is better than living in China." Frankly speaking, I agree with what they say in some sense. However, as we know, China is a developing country, which needs a large number of people of talent to build it. I'm determined to become one of these talented people. I'm sure China will get richer and richer and, sooner or     

Don’t Let the Candle Unlighted

A man had a little daughter- an only and much-loved child. He lived for her- she was his life.So when she became ill, he became like a man possessed, moving heaven and earth to bring about     

搞怪哈哈镜之Don’t Eat

~~搞怪哈哈镜之Don’t Eat~~     

Neuromyths: Why Do They Exist and Persist?

Neuroeducation—a recent approach to educational policy—claims that a bridge should be established between education and mind‐brain sciences, with the double aim of devising educational methods that work and of understanding why they work. The success of this encounter depends, among other conditions, on getting the science right; otherwise, neuroeducation and science‐informed policies risk doing more harm than good. On several occasions, the cognitive and brain sciences have been misunderstood, and misused: neuromyths—the misconceptions about the mind and brain functioning—have blossomed, thus raising both theoretical and pragmatic concerns. This article addresses the origin, persistence, and potential side‐effects of neuromyths in education. The hypothesis is put forward that the persistence of neuromyths is sustained by specific cultural conditions, such as the circulation of pieces of information about the brain and the appetite for brain news, but has its roots in deeper cognitive intuitions.     

“Evolution? I Don’t Believe in It”

Science & Education - Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both...     

Why Do They Leave School?

One of the strongest arguments for the raising of the school leaving age (ROSLA) has been that it will bring us some way to "equality of opportunity".M any people like to think of our present system of schooling as pro-viding plenty of steps up the ladder…