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951.
A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students to think and act autonomously (autonomy support) was not uniquely associated with students' supervision satisfaction but predicted greater research self-efficacy. A combination of high levels of autonomy and academic support was associated with the highest levels of research self-efficacy, whereas when greater levels of personal support were accompanied by low levels of autonomy support, students reported lower research self-efficacy. These results indicate that effective doctoral supervision involves supporting students to voice and act on their own ideas while simultaneously providing guidance on how to complete research tasks. 相似文献
952.
In this paper, we consider the difficulties that a group of internationally educated female teachers (female IETs) encountered in the process of seeking certification in the Canadian Maritimes. We read their experiences in the context of neoliberalism, in particular how they are positioned in the labour force and also the teaching profession. We consider the material effects of differences such as gender, race, ethnicity, and regional location for the female IETs. Further, we underscore implications for teacher education. 相似文献
953.
Effective teachers are often creative ones, yet an examination of creative teaching is largely invisible in the North American creativity literature. Even within education there is little about teachers’ own creative practice. Nonetheless, there are benefits to studying creative teachers: in education it can explicate ways of enhancing teachers’ creativity and enriching praxis; and in psychology it can extend our understanding of social and interpersonal creativity, as well as everyday creativity. This paper reviews 12 Canadian case studies of creative teaching conducted by a creative teaching research group. An in-depth elaboration of two themes, creative person and community, is presented. 相似文献
954.
Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in
mind (short-term memory), to ignore distraction (inhibition), and to focus attention and stay focused (sustained attention) may have a moderating effect on children’s reactions to the home literacy environment. In a group of 228 junior kindergarten
children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship
between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency
and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests
in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories
and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention
of the ANT). Main findings were: (1) Children’s storybook knowledge mediated the relationship between home literacy environment
and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted
vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of
book exposure. 相似文献
955.
956.
There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs
about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs
result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and
a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are
perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to
explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic
of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts
to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic
scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining
vision and optical phenomena for the reason that students’ intuitive beliefs are also closely tied to particular phenomena
and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many
disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for
a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction. 相似文献
957.
The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition (i.e., traditional instruction with absence of PME or VME). Undergraduate students' understanding of physics concepts in the domain of heat and temperature was tested in a pre- and posttest design that involved 182 participants assigned to the four experimental groups and 52 participants assigned to the control group. Conceptual tests were administered to assess students' understanding before, during and after instruction. The analyses revealed that the four experimental conditions were equally effective in promoting students' understanding of concepts in the domain of heat and temperature and better than the control condition; hence, manipulation, either physical or virtual manipulation, and not physicality, as such, at least in a context like the one of the present study, is important in physics learning. 相似文献
958.
959.
960.
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed. 相似文献