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41.
AbstractRelying on a nudge—a simple, non-paternalistic tool that spontaneously triggers behaviours in a volitional, predictable and expected way—as an education instrument, and more particularly relying on social labelling, this paper demonstrates that an extremely frugal protocol can foster children’s intentions to behave pro-environmentally. In an experiment conducted among 115 children (aged between 7 and 12?years), whose gender and levels of environmental perception before the experiment were controlled for, we show that applying an ‘eco-friendly’ label is sufficient to trigger more subsequent intentions to behave ecologically than what was observed in the control group. We also provide evidence that the most effective age for using this nudge is above 10. Our results show that the intentions to behave ecologically persist a week after labelling. This on-going effect suggests that the influence of social labelling is not limited to the immediate response. An ethical discussion on the issue closes the paper. 相似文献
42.
At Curtin University, student perceptions of teaching and learning are gathered and reported online through eVALUate, a system that includes separate unit and teaching surveys. This article reports the development and validation of one of those surveys, the eVALUate teaching survey, which was developed based on the research literature on excellent teaching and evaluation. Since its development in 2006, repeated statistical testing using progressively larger samples has shown that the survey is valid and reliable. Moreover, the way in which the teaching survey is deployed within eVALUate, appended to the unit survey, which provides crucial institutional data, has significantly increased university response rates. This validated instrument is used for self-reflection, professional development, and rewarding staff. 相似文献
43.
Aretha Faye Marbley II Fred A. Bonner Cynthia Wimberly Hal Stevens Beatrice A. Tatem 《The Educational forum》2013,77(4):320-336
Working with communities of color to find solutions to the problems they face is a complex and challenging task. The “It Takes a Village” concept and the Transtheoretical Model of Change (Prochaska, Norcross, and DiClemente 1994) were used by the authors of this article in their work to empower clients of color to effect change in their communities. The narratives by these authors, European-American and African-American practitioners and educators, incorporate accounts of advocacy and social justice initiatives as they describe their interactions with grassroots organizations, such as educational and faith-based institutions, within communities of color. 相似文献
44.
Beatrice Jane Vittoria Balfour 《History of education》2013,42(6):727-740
In this article, memory is examined as it relates to origin stories of the Reggio Emilia approach – an internationally renowned Italian education programme – and to the articulation of women’s experiences of gender and their narrative identity in this very particular context. The article shows that a number of women who partook in the founding of the Reggio Emilia schools suffer from what Ricoeur terms ‘wounded memory’, which occurs when public recognition and legitimisation of one’s own narrative is actively marginalised, suppressed or erased in historical, official and institutional accounts. The author describes this experience and feeling shared by the Reggio Emilia women who were interviewed and argues that this ‘wounded memory’ can be linked to a wider concern with gender inequality. The article concludes by presenting some of the missing accounts of leadership, creativity and initiative that were gathered among these women whose memory has been wounded. 相似文献
45.
Using a large and nationally representative sample of children, this study examined the association between the school resources available to English Language Learners and their academic trajectories from kindergarten through fifth grade. Particular attention was paid to the differences in services provided by schools with high, low, or no ELL student concentrations. Growth-curve modeling results indicated that ELL children started kindergarten with significantly lower reading and math scores compared to their English-speaking peers. However, ELL children improved their math scores fast enough that they were able to narrow the initial gap in math scores with their English-speaking peers by fifth grade. This was particularly true for ELL children in schools with either a high- or low ELL student concentration. In contrast, ELL children still had lower reading scores by fifth grade compared to their English-speaking peers. The results highlight the importance of school resources and services in improving ELL students’ academic trajectories. Directions for future studies are discussed. 相似文献
46.
47.
There is an increasing emphasis in mathematics education on the importance of estimation abilities in children. This study investigates the role of context upon primary‐aged children's estimation skills. Children in three age groups (from aged 5 to 8 years) were asked to carry out a range of estimation tasks involving distance, area and volume measurements. The tasks varied in type and complexity and were either of a ‘real‐world’ or ‘mathematics task’ form. In addition to performance measures the children's answers to questions on how they carried out the estimates were recorded and analysed. Quantitative and qualitative analyses found significant effects for context and child strategy. Estimates in contexts perceived as mathematical were different, both in that they changed with age and in their error patterns, from contexts involving perceptual‐motor skills. The children's answers highlight the importance of imagery and classroom experience. The results are discussed within a model of estimating. 相似文献
48.
Susan Wood Kathleen M. Moriarty Beatrice T. Gardner R. Allen Gardner 《Learning & behavior》1980,8(1):3-9
In a repeated-measures design, two infant chimpanzees and three human infants were tested in like manner using the Uzgiris and Hunt (1975) stepwise assessment instrument for the development of object permanence in human infants. Comparisons between chimpanzee and human subjects showed similarities in the number of steps achieved, in the order and rate of achieving the steps, and in the detailed characteristics of searching behavior. These results suggest that the course of development of the concept of object permanence, as described by Piaget, is a very general one. 相似文献
49.
This paper examines the current problems of educational provision in Papua New Guinea which occupied the attention of the 1991 Education Sector Review. These problems include the failure both to achieve universal primary enrolment and to retain primary children entrants over the six year cycle, the limited uptake of upper secondary and higher education opportunities, especially by girls, and the inadequacy of present arrangements for vocational education. The proposals of the 1991 Review are then described concentrating on changes to the educational structure, reforms in the primary school curriculum and the changes, which have already been initiated, to the length and organization of teacher training. 相似文献
50.
This study describes the results of a questionnaire follow-up study of the employment and educational experiences of the graduates of a nontraditional elective studies degree program. Graduates of the experimental Bachelor of Elected Studies (BES) program at the University of Minnesota were compared with regular liberal arts graduates in terms of their postgraduation educational and employment experiences as well as their attitudes toward their undergraduate education. Results showed that although there were some differences between BES and regular liberal arts graduates in their attendance at graduate school, job history, and attitudes, goals, and expectations toward their undergraduate education, there were many similarities between the two groups. In most cases, BES graduates compare rather favorably with regular liberal arts graduates on most of the indicators examined in this study. 相似文献