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171.
172.
Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support. 相似文献
173.
ABSTRACTGraduate students play a major role in teaching in higher education, particularly in undergraduate programs. The purpose of the present study was two-fold: first, to identify graduate students’ motives for working as graduate teaching assistants (GTAs), describe some aspects of their work, and ascertain their perceived benefits; second, to predict GTAs’ benefits as a function of their individual background characteristics, motives, job difficulties, and richness of professional interactions with the course instructor. Data were collected from 189 GTAs who led discussion groups at a large research university in Israel by means of an internet questionnaire. Findings revealed that graduate students accepted the position of GTA mainly for extrinsic reasons, such as salary and convenience. They claimed to have faced few difficulties and that their professional interactions with the course instructors focused more on job responsibilities and less on pedagogical issues. They reported having gained a greater understanding of course content and improved teaching skills due to their experience as GTAs. Richness of contact with the course instructor, motives, difficulties, and faculty match significantly contributed to predicting perceived benefits. The implications of the results are discussed. 相似文献
174.
175.
Play is an important activity in young children’s lives. It is how children explore their world and build knowledge. Although free play, which is play that is totally child directed, contributes to children’s learning, self-regulation and motivation, adults’ participation in children’s play is critical in their development, especially their language development. Guided by children, adults can help scaffold children’s language, and especially their learning. We suggest that adults scaffold children’s language during play by using research based strategies such as asking questions that invite extended responses and new inquiry, provide meaningful feedback and effectively use wait time, which provides children with the opportunity to respond to adults’ comments and questions. The goal is to provide adults with strategies to scaffold children’s language development during play while allowing children to direct their own play activities. 相似文献
176.
This study examines associations between the quality of the interparental relationship and how well 68 family triads (mother, father, preadolescent son) solved salient problems which arose at home. Four aspects of the interparental relationship (marital satisfaction, parental agreement, conflict during family problem solving, and parental coalitions) were included in a regression analysis which controlled for family structure and child externalizing. A longitudinal design assessed families when mean child age was 9.7 years and 2 years later. Parental agreement consistently facilitated family problem solving. However, strong parental coalitions inhibited family problem solving, which may be attributed to frustrated autonomy needs of preadolescent males in response to the parental coalition. Stepfamilies had less effective problem solving at Time 1. The results confirm the benefits of parental agreement to child outcomes via enhanced family problem solving but show a reverse effect when agreement occurs in the context of coalitions against a preadolescent son. 相似文献
177.
This article illustrates some ways in which observations of typically-developing infants can inform music therapy and other
work with children with disabilities. The research project that is described examines typical infant development with special
attention to musical relatedness and communication. Videotapes of sessions centering on musical play with typically-developing
infants and of music therapy sessions of children with multiple severe disabilities are examined in light of developmental
issues, conceptual frameworks, and relationships between typical development and developmental issues of children with disabilities.
Greenspan’s model of psychosocial development is used as a basis for analyzing observations.
This research was conducted over a period of several years. Portions of what is reported here were presented at the European
Music Therapy Congress, Naples, Italy (Wheeler and Stultz 2001) and the 10th World Congress of Music Therapy, Oxford, UK (Wheeler and Stultz 2002). Thanks to Elizabeth Rightmyer for very helpful feedback on the article. 相似文献
178.
Anne-Charlotte Hoes Barbara J. Regeer Joske F.G. Bunders 《Action Learning: Research and Practice》2008,5(3):207-220
This article places action learning in the context of system innovation, as it studies the potential use of action learning for system change. In order to effect such system change, collaboration between actors from different institutional backgrounds is essential. To gain insight into if and how action learning can be applied for system change, we study three system change projects in Dutch agriculture. We focus specifically on the approaches developed by the project leaders for collaboration between the scientists and the entrepreneurs and analyse how the interaction between these two contributed to the learning process within the project. This article concludes with guiding concepts for action learning for system change in the field of sustainable development of agriculture and beyond. 相似文献
179.
Bruce Wainman Akanksha Aggarwal Sapriya K. Birk Jaskaran S. Gill Katrina S. Hass Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798
The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well. 相似文献
180.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development.
I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning,
mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles
and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim
of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching
takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes
in which inquiry practice leads to better understandings and development of theory. 相似文献