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1.
Fran C. Blumberg Kristen P. Bierwirth Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104
A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact
on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than
currently thought. Research indicates that young children have limited comprehension of television content but relatively
sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between
reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research
concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early
childhood educators and parents make informed decisions about children’s television viewing. 相似文献
2.
This article examines the implications of a cognitive model of learning for the design of educational broadcast television.
Specifically examined are research studies with instructional implications for such functions as pacing, cueing, modeling,
and transformation of the television presentation.
Robert B. Kozma is Associate Professor at School of Education, Associate Research Scientist at the Center for Research on
Learning and Teaching, and Project Director, National Center for Research to Improve Post Secondary Teaching and Learning,
The University of Michigan, Ann Arbor, MI, 48109.
An earlier version of this paper was presented at the American Educational Research Association Annual Conference, New Orleans,
LA, 1984. Appreciation is expressed to Barbara Beath, Edward Saunders, anonymous reviewers, and students in the author’s seminar
on educational television for their helpful comments. 相似文献
3.
Decisions about how to support the development of young children’s social competence must be made on the basis of knowledge
of important competencies to be developed, as well as effective strategies to support those competencies. This paper combines
a broad-definition model of components of social competence (Kostelnik, Stein, Whiren, Soderman, & Gregory, 2002) with a continuum model of support strategies ranging from most to least naturalistic (Kemple, 2004). Illustrations of specific strategies to support particular competencies are provided. 相似文献
4.
The Role of the Learning Community in the Development of Discipline Knowledge and Generic Graduate Outcomes 总被引:2,自引:0,他引:2
In this paper we describe a study of learning outcomes at a research-intensive Australian university. Three graduate outcome
variables (discipline knowledge and skills, communication and problem solving, and ethical and social sensitivity) are analysed
separately using OLS regression and comparisons are made of the patterns of unique contributions from four independent variables
(the CEQ Good Teaching and Learning Communities Scales, and two new, independent, scales for measuring Teaching and Program
Quality). Further comparisons of these patterns are made across the Schools of the university. Results support the view that
teaching and program quality are not the only important determinants of students’ learning outcomes. It is concluded that,
whilst it continues to be appropriate for universities to be concerned with the quality of their teaching and programs, the
interactive, social and collaborative aspects of students’ learning experiences, captured in the notion of the Learning Community,
are also very important determinants of graduate outcomes, and so should be included in the focus of attempts at enhancing
the quality of student learning. 相似文献
5.
Cecil Robinson 《The Urban Review》2007,39(2):191-216
This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods
classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world
of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose
of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into
a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application
of the figured worlds framework to the study of learning in a teacher preparation program.
Cecil Robinson is an assistant professor of educational psychology at The University of Alabama. His research focuses on social
studies teaching and learning, technology, democracy, and hope. Address correspondence to Cecil Robinson, Campus Box 870231,
Department of Educational Studies in Psychology, Research and Counseling, College of Education, The University of Alabama,
Tuscaloosa, AL 35487-0231, USA; e-mail: crobinso@bamaed.ua.edu 相似文献
6.
Zheng-dong Zhang 《Frontiers of Education in China》2006,1(4):577-588
Foreign language teaching has been playing a dominant role in China’s curriculum reform, especially in the present globalization
of Chinese society and economy. However, the insufficient research into foreign language teaching and blindly adopting western
theory demand China learn from its own experience and also develop western foreign language teaching theories that innovate
and promote its education system and research.
__________
Translated from Foreign Language Teaching & Research in Basic Education, 2004 (10) 相似文献
7.
Kiyong Byun Huijung Chu Minjung Kim Innwoo Park Suhong Kim Juyoung Jung 《Higher Education》2011,62(4):431-449
This study critically examined the effectiveness of English medium instruction (EMI) policy within the context of Korean higher
education, putting a special focus on its implementation strategy. The data for this study were mainly drawn from student
opinion surveys and focus group interviews conducted by the CTL (Center for Teaching and Learning) at KU. The research teams
also carried out supplementary interviews with both professors and students. The results indicate that, although the EMI policy
seems to have produced, in general, positive outcomes (i.e., with the overall satisfaction level with EMI or its overall effectiveness
in improving students’ English proficiency), the compulsory enforcement of EMI without regard to students’/instructors’ language
proficiency, the lack of a much-needed support system and appropriate instructors to conduct EMI classes, and the unilateral
implementation of EMI across academic disciplines have brought about a number of side effects. Based on these findings, the
study recommends for future EMI policy implementation (1) a more flexible approach, considering students’ language proficiency
and career plans and the characteristics of various academic disciplines and (2) more thorough preparation to implement the
EMI policy (i.e., examination of the human and financial resources available for the institution concerned). 相似文献
8.
Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective,
as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena:
the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers,
in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing
unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed
to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase
their own awareness of the European context—not simply the national context—in which they work. They need also to develop
perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored
by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage.
Original language: English
Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling.
Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus
is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social
Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include:
‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998).
Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a
primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender
and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network
of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995).
This article consists of reflections on recent research presented at the European Conference on Educational Research by the
joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association. 相似文献
9.
Margaret Mackey 《Children‘s Literature in Education》2006,37(2):149-161
Changes in television technology have fostered changes in how we view fiction on television. This article explores some of these changes in the context of the teenage series, Felicity (WBTV, 1998–2002). It draws comparisons with the experience of reading series fiction in print, referring to the children’s print series, The Beverly Gray College Mystery Series (Burt, Grosset & Dunlap, 1934–1955). The article also looks at the impact of the Internet on series reading and viewing. 相似文献
10.
James D. Finn 《Educational technology research and development : ETR & D》1953,1(2):106-126
Summary The existing research on television of interest to educators was analyzed and found to be grouped into four general categories:
(a) studies of the general social effects of television, (b) content analyses, (c) studies of the educational effects of television,
and (d) technical studies. Studies in each of these four categories were reviewed and generalizations drawn from them. No
attempt was made to review related research that is, no doubt, applicable to the problems of television. For example, the
vast amount of research information developed in the audio-visual field during the past 30 years was not touched. Future investigators
will find that the existing television research and the existing audio-visual research provide only a sketch map of the field
of audio-visual communication. To use these important instruments wisely, and this is particularly true of television, it
is necessary that we know and understand much more. This is the challenge for future research.
To the knowledge of the editor, this is the first comprebensive review of educational television research to be published.
The organizing of the research into four categories—general social effects, content analyses, educational effects, and technical
problems—the rather detailed reviewing of the results, and the drawing of general conclusions should greatly aid the educator
in understanding the unique contributions of educational television. An attempt will be made in future issues of Audio-Visual
Communication Review to supplement this review of research by regularly publishing, in “Research Abstracts,” reviews of the
most recent television studies. Dr. James D. Finn is Associate Professor of Education and Chairman of the Audio-Visual Education
Department, University of Southern California.
This paper was originally prepared at the request of the California State Department of Education for inclusion in theBrochure of Background Materials: Educational Television for the Governor’s Conference on Educational Television, held in Sacramento, California, December 15–16, 1952. It was necessary
to develop the material in a very short time, and the writer wishes to express his indebtedness to F. Dean McClusky and May
V. Seagoe of the University of California, Los Angeles, and to Lester F. Beck and Nicholas Rose, his colleagues at the University
of Southern California, as well as to several of his graduate students for helping in locating copies of the studies reviewed. 相似文献
11.
Antti Savinainen Jouni Viiri 《International Journal of Science and Mathematics Education》2008,6(4):719-740
The Force Concept Inventory (FCI) is a multiple choice test designed to monitor students’ understanding of the conceptual
domain of force and related kinematics (Hestenes et al. Physics Teacher 30:141–158 1992; Halloun et al., 1995, Online at http://modeling.asu.edu/R&E/Research.html). It has gained wide popularity
among both researchers and physics instructors in the United States and elsewhere. The FCI has also been criticized, and its
validity as a measure of the coherence of a student’s understanding of the force concept has been questioned. In this paper
we provide a characterization of students’ conceptual coherence and a way to evaluate it using the FCI. We divide students’
conceptual coherence into three aspects: representational coherence (the ability to use multiple representations and move
between them), contextual coherence (the ability to apply a concept across a variety of contexts), and conceptual framework
coherence (the ability to fit related concepts together, i.e. to integrate and differentiate between them). Postinstruction
FCI results and interview data from two Finnish high school groups (n=49 total) are discussed; the data provide evidence that the FCI can be used to evaluate students’ conceptual coherence—especially
contextual coherence—of the force concept. 相似文献
12.
Betsy L. Schultz Rita Coombs Richardson Catherine R. Barber Daryl Wilcox 《Early Childhood Education Journal》2011,39(2):143-148
Social-emotional learning in early childhood sets the stage for students’ future behaviors in schools. The current study examined
the effects of a social-emotional skills curriculum on the behavior of students in an early childhood program. The children
received instruction in social and emotional skills using the Connecting with Others: Lessons for Teaching Social and Emotional Competence program. Pre-test and post-test scores for the BASC-2 Rating Scale and the Connecting with Others Rating Scale were used
to determine if the children demonstrated progress in their behaviors by the end of the intervention. The results indicated
that the social skills curriculum Connecting with Others: Lessons for Teaching Social and Emotional Competence was associated with positive changes in the children’s behaviors. 相似文献
13.
《Journal of Teaching in Social Work》2013,33(3-4):121-137
Abstract There is a growing awareness of field instructors' need for training in their important role as educators (Abramson & Fortune, 1990; Raschick, Maypole, & Day, 1998; Raskin, 1994). Research suggests that due to workload demands field instructors tend to be expedient and practical in supervision (Rogers & McDonald, 1995), suggesting the importance of field instructor training that is relevant, accessible, and easy to implement. This article provides information about how and when MSW students typically learn certain skills coupled with a supervisory framework to help field instructors vary the structure, support, and supervisory focus of their supervision depending on the developmental level of their students. The framework is based on a synthesis of developmental stage models of students in social work (Holman & Freed, 1987; Saari, 1989) counseling, and psychology (Friedman & Kaslow, 1986; Ralph, 1980; Stoltenberg, McNeill, & Delworth, 1998). Implications for field instructor training are discussed. 相似文献
14.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
15.
Sally Thomas 《Prospects》1998,28(1):91-108
Conclusion This paper has mostly focused on the performance of schools in terms of examination and test results. On their own, such results
are insufficient for proper judgements about schools’ performance. Other pupil outcomes such as pupil attendance, capacity
for independent learning, attitudes towards school and learning, behaviour and selfconcept are also important. School effectiveness
research aims to investigate a broad range of educational outcomes. Examples of this approach are provided by the Junior School
Project (Mortimore et al., 1988), the Lancashire project (Thomas & Mortimore, 1996) and the ISEP in Scotland (MacBeath & Mortimore,
1994) which involves collecting pupil, teacher and parent attitude data in addition to academic outcomes. Nevertheless, the
main performance indicator for schools continues to be how successful they are at ensuring that as many pupils as possible
achieve their full academic potential.
Original language: English
Sally Thomas (United Kingdom)
Sally Thomas (United Kingdom)
This research paper was completed via a grant awarded by the United Kingdom Economic and Social Science Research Council.
I am very grateful for the helpful comments of my colleagues Louise Stoll, Pam Sammons, Harvey Goldstein and Hillary Street
on a previous version of this paper. 相似文献
16.
The purpose of the study was to investigate the effects of individual versus cooperative learning on different components of students’ functioning. As a theoretical framework to analyse these processes we used CAMS model (Dansereau, 1986; O’Donnell & Dansereau, 1992), which includes four levels of students’ functioning: cognitive (C), affective (A), metacognitive (M) and social (S). 373 fifth grade students (170 in experimental group and 203 in control group) from nine different primary schools participated in the research. In the experimental group cooperative learning was introduced for one in four lessons in two subjects: mathematics and Slovene language. The control group received the traditional way of teaching. Statistical analysis showed strong positive effects of cooperative learning on achievement in both subjects. No other variable showed differential change. 相似文献
17.
Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions 总被引:1,自引:0,他引:1
Research has repeatedly established that the theoretical benefits of various scaffolds do not match their actual impact on
learning. It has been argued that the instructional effectiveness of scaffolds largely depends on very detailed aspects of
the learning activities associated with the scaffolds within specific environments. From this perspective and, in order to
predict and control learning outcomes in the context of specific instances of scaffolds, there is a need for a detailed cognitive
analysis of learning activities (e.g. analyses of students’ scaffold use). Accordingly, the current study investigated how
students actually use adjunct questions while studying a text and how the quantity and quality of usage determine students’
learning outcomes (performance). Forty-two university students in two conditions were required to study a short science text
for 15 min. Results revealed that the quality of students’ use of instructional devices accounted for their final performance. 相似文献
18.
Following on from the article ‘Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development’ (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168–177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice. 相似文献
19.
Marilena Pantziara Athanasios Gagatsis Iliada Elia 《Educational Studies in Mathematics》2009,72(1):39-60
The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems.
Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems’
structure and information (Novick & Hurley, 2001; Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix,
which represent different problematic situations. In the present study, we investigated the effects of these types of diagrams
in non-routine mathematical problem solving by contrasting students’ abilities to solve problems with and without the presence
of diagrams. Structural equation modeling affirmed the existence of two first-order factors indicating the differential effects
of the problems’ representation, i.e., text with diagrams and without diagrams, and a second-order factor representing general
non-routine problem solving ability in mathematics. Implicative analysis showed the influence of the presence of diagrams
in the problems’ hierarchical ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001) which documented some students’ difficulties to use diagrams efficiently for the solution of problems. We discuss the findings
and provide suggestions for the efficient use of diagrams in the problem solving situation. 相似文献
20.
Ramón López-Facal María Pilar Jiménez-Aleixandre 《Cultural Studies of Science Education》2009,4(3):689-695
This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing
the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to
particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities;
on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so
sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations
of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications
for developing critical thinking and for dealing with SSI in the classrooms are outlined.
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献
María Pilar Jiménez-AleixandreEmail: |
Ramón López-Facal is part-time lecturer on modern history in the University of Santiago de Compostela, sharing this affiliation with teaching high school History. In 1999 he completed one of the first doctoral dissertations in History Education in Spain, an examination of the teaching of the concept of nation through the analysis of textbooks from the XVIII to the XX centuries, and the analysis of students’ discourse about the concept of nation, and their representations of national identities. His research focuses on the school construction of national and post-national identities. He is the author of chapters about the “hidden” nation in S. Pérez-Garzón (Ed.) La Gestión de la Memoria: La Historia al Servicio del Poder (The Management of Memory: History in the Service of Power; Crítica 2000), and about the construction of critical identities in A. Legardez & L. Simonneaux L’école à l’épreuve de l’Actualité: Enseigner les Questions Vives (ESF 2006). María Pilar Jiménez-Aleixandre is professor of science education in the University of Santiago de Compostela. After teaching high-school biology, implementing innovative curricula, and working in the Spanish Ministry of Education in the design of in-service teacher education, she was part of the first batch of Spanish researchers completing doctoral dissertations in science education around 1990 and building a community around this field in Spain. Her research explored conceptual change in evolution and then moved to argumentation in science classrooms, with particular attention to two contexts, problem-solving in the laboratory, and environmental and socio-scientific issues. She has served in the executive committee of ESERA and currently serves on the editorial boards of Science Education and Journal of Research in Science Teaching. Her recent work includes editing with S. Erduran Argumentation in Science Education: Perspectives from Classroom-based Research (Springer, 2008). 相似文献