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241.
242.
Ritzhaupt Albert D. Huang Rui Sommer Max Zhu Jiawen Stephen Anita Valle Natercia Hampton John Li Jingwei 《Educational technology research and development : ETR & D》2021,69(5):2493-2522
Educational technology research and development - The purpose of this study was to examine the effects of gamification used in formal educational settings on student affective and behavioral... 相似文献
243.
Brandon Burr Ladonna Atkins Anita Glee Bertram Kaye Sears Andreae N. McGinnis 《Educational gerontology》2019,45(5):353-364
Research shows various benefits of play in terms of children’s development. However, very little investigation has explored play from a lifespan perspective, linking early play experiences to older adulthood. Although some prior research has explored play memories, very little information is available on play memories of older adults, specifically, and perceptions of the importance of play in older adults. Using a lifespan perspective, this study explored the phenomenon of play through stories and memories from interviews with 15 older adults. Major study themes highlight changes between past and present play activity. Implications for practitioners and researchers are presented. 相似文献
244.
A 4-wave longitudinal design was used to examine protective links from child competence to behavioral problems in first- (M=10.97 years) and second- (M=8.27 years) born rural African American children. At 1-year intervals, teachers assessed child behavioral problems, mothers reported their psychological functioning, and both mothers and children reported parenting practices. Structural equation modeling indicated that child competence was linked with residualized positive changes in mothers' psychological functioning from Wave 1 to Wave 2. Mothers' psychological functioning and child competence at Wave 2 forecast involved-supportive parenting at Wave 3, which was associated negatively with externalizing and internalizing problems at Wave 4. The importance of replicating processes leading to outcomes among children in the same study is discussed. 相似文献
245.
Student involvement in learning: Collaboration in science for PreService elementary teachers 总被引:1,自引:0,他引:1
Conclusion The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding
the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing
very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide
insightful experience for students when conducted in a group setting that demanded interactive participation from all its
members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here,
students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated
their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations;
students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted
by the group members motivated to work toward understanding rather than simply generating answers for task completion.
The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary
education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative
learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects
of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased
anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually
among their own students. 相似文献
246.
Summary The number of partnerships between businesses and schools is increasing rapidly. They are expanding into other areas besides
the traditional vocational area and they are addressing the current issues of school reform. The frequency of pre-college
level partnerships is increasing and reaching even preschool students as business is finding that early intervention for future
employees is most productive.
Businesses, schools, and communities have been shown to benefit from partnerships. Strong community support develops when
employees of local businesses are involved in the schools. Business and school employees alike have enhanced morale when the
community places priority on education. Through partnerships, industry has a hand in training future employees, schools receive
timely knowledge about the skills necessary for entry level employees, and students receive relevant schooling for chosen
careers.
For a partnership to be successful, it must reflect the needs of all partners, have an organizational structure in which all
partners have a voice, and share mutual goals. Activities which are the result of these goals must be monitored and evaluated
both formatively (to modify activities in progress) and summatively (to plan goals and activities for future years). Successful
partnerships often start small with a single school or project. When the short term goals are met, the project can then be
expanded. Open communications, trust, and rapport are suggested as the most important factors in successful partnerships 相似文献
247.
Anita Y.K. Poon Yiu-Chung Wong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,6(3):33-55
Although Hong Kong’s education system has long been criticized as lacking in creativity and over-emphasising rote learning,
on the whole it has served Hong Kong well in the past years, breeding outstanding business, academic and political leaders
who continue to maintain Hong Kong’s competitive edge. The traditional elite schools have played a crucial role in the process.
The education reform, which is still on-going, aims to overhaul the entire system by introducing the “through-road” model.
To accomplish this, some mechanisms need to be changed. J.P. Farrell’s concepts of equality and equity, C.W. Mills’ concept
of elitism, and P. Bourdieu and J. Coleman’s concepts of cultural and social capital will be applied to analyse the consequences
of the reform. The paper argues that the education reform may be well-intentioned in eliminating some elements of inequality
and inequity in education, but that this comes at the expense of Hong Kong’s cultural and social capital and leads to the
development of new forms of inequality. 相似文献
248.
Education Reform in Hong Kong: The “Through-Road” Model and its Societal Consequences 总被引:1,自引:0,他引:1
Anita Y.K. Poon Yiu-Chung Wong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(1):33-55
Although Hong Kong’s education system has long been criticized as lacking in creativity and over-emphasising rote learning, on the whole it has served Hong Kong well in the past years, breeding outstanding business, academic and political leaders who continue to maintain Hong Kong’s competitive edge. The traditional elite schools have played a crucial role in the process. The education reform, which is still on-going, aims to overhaul the entire system by introducing the “through-road” model. To accomplish this, some mechanisms need to be changed. J.P. Farrell’s concepts of equality and equity, C.W. Mills’ concept of elitism, and P. Bourdieu and J. Coleman’s concepts of cultural and social capital will be applied to analyse the consequences of the reform. The paper argues that the education reform may be well-intentioned in eliminating some elements of inequality and inequity in education, but that this comes at the expense of Hong Kong’s cultural and social capital and leads to the development of new forms of inequality. 相似文献
249.
Kristine Kiefer Hipp Jane Bumpers Huffman Anita M. Pankake Dianne F. Olivier 《Journal of Educational Change》2008,9(2):173-195
The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects
of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable
professional learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink,
and Stoll, McMahon and Thomas and includes the areas of professional learning community, change and sustainability. Finally,
the study addresses the relationship between professional learning community and school culture. The methodology involves
a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing
learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences
that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth,
we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements
and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures
of learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater
or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such
development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see
that some categories of activities and issues must be developed before others can emerge. 相似文献
250.
Anita Grover Tai Ning Lam C. Anthony Hunt 《Journal of Science Education and Technology》2008,17(4):366-372
We present a simulation tool to aid the study of basic pharmacology principles. By taking advantage of the properties of agent-based
modeling, the tool facilitates taking a mechanistic approach to learning basic concepts, in contrast to the traditional empirical
methods. Pharmacodynamics is a particular aspect of pharmacology that can benefit from use of such a tool: students are often
taught a list of concepts and a separate list of parameters for mathematical equations. The link between the two can be elusive.
While wet-lab experimentation is the proven approach to developing this link, in silico simulation can provide a means of
acquiring important insight and understanding within a time frame and at a cost that cannot be achieved otherwise. We suggest
that simulations and their representation of laboratory experiments in the classroom can become a key component in student
achievement by helping to develop a student’s positive attitude towards science and his or her creativity in scientific inquiry.
We present results of two simulation experiments that validate against data taken from current literature. We follow with
a classroom example demonstrating how this tool can be seamlessly integrated within the traditional pharmacology learning
experience. 相似文献