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21.
Michael J. Guralnick Robert T. Connor Brian Neville Mary A. Hammond 《Early education and development》2002,13(1):59-80
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs. 相似文献
22.
Designing informal learning experiences for early career academics using a knowledge ecosystem model
Faye Miller Helen Partridge Christine Bruce Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics. 相似文献
23.
Patrick Johnson Cassandra N. Nichols Walter C. Buboltz Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14
To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision. 相似文献
24.
Mills Reece Tomas Louisa Whiteford Chrystal Lewthwaite Brian 《Research in Science Education》2020,50(4):1501-1520
Research in Science Education - Given that interest is associated with learning in educational research, understanding how its development can be supported in different learning contexts represents... 相似文献
25.
Amicus Curiae
A brief for individual merit in Michigan Covington &; burling for the national association of scholars 相似文献26.
Brian R. Belland 《Educational Psychology Review》2011,23(4):577-600
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving
skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding
to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding.
First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized
promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the
lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose
guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of
the literature. 相似文献
27.
AnnaMarie Conner Kelly W. Edenfield Brian W. Gleason Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary
mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs
of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through
further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics
and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs
that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief
structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are
consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On
the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching
may be impacted. 相似文献
28.
Recai Akkus Brian Hand 《International Journal of Science and Mathematics Education》2011,9(4):975-998
This study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics
reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three
algebra teachers implemented the approach with their classes, which were divided into control (traditional) and treatment
(student-centered approach) groups, with their levels of implementation measured by the Reformed Teaching Observation Protocol
(RTOP) instrument. The implementation of the model resulted in positive changes in teachers’ pedagogical practices and yet
showed the struggles they faced. In the control classes (traditional classes), the level of teaching remained the same throughout
the study, whereas in the treatment classes (MRA classes), a significant improvement in the level of teaching was observed.
Even though the teachers’ implementation levels differed from each other, the patterns of the change for all 3 teachers showed
similarities; that is, their MRA teaching level was initially equivalent to their control teaching, but as the semester progress,
there was a separation between the 2 approaches. This separation between the 2 approaches appeared to be dependent upon the
pedagogical area on which the teacher put emphasis. The skill of questioning seemed to be 1 which each teacher first changed. 相似文献
29.
Nancy C. JordanJanellen Huttenlocher Susan Cohen Levine 《Learning and individual differences》1994,6(4)
In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic. 相似文献
30.
Neil Quintrell Margaret Robertson 《International journal for the advancement of counseling》1995,18(4):203-221
Since the first development of counselling services in Australian universities in 1953, the tertiary system, and counselling services within them, have undergone a forty-year period of growth and change, and now all universities have counselling services which typically focus on short-term counselling interventions and are characterised by high levels of professionalism. Two case studies provide a picture of the situation in Australian universities. One case is that of an older and larger institution recently formed as a multi-campus university by amalgamations and with its main campus in the inner city of Australia's second-largest city. The contrasting case is of a newer, suburban university in one of the smaller capital cities. The challenges facing university counselling services in the future include the continuing pressure for greater accountability, the increasing demands of a multi-cultural clientele, the temptation to take on a wider range of tasks than can be sustained, and its obverse, the risk of over-specialisation. 相似文献