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71.
A common problem in education is getting students to cooperate effectively in groups during learning. Because interdisciplinary research has established that cooperation is sensitive to specific contextual factors such as reciprocity, friendship and benefit, similar factors could be shaping student interactions in contemporary classroom environments. The present article reports an initial investigation of this idea by examining how student perceptions of their classroom environment relate to their willingness to expend energy and resources on classmates (through helping). This was accomplished through the structural equation modeling of survey data collected from 845 undergraduate life sciences students from 41 laboratory classrooms at a research-intensive university. Characteristics of the classroom social environment previously associated with benefits in other contexts also predicted (reciprocity β = 0.576; friendship β = 0.156) the educational benefit that students perceive as coming from their classmates. This perceived benefit in turn was highly associated (β = 0.605) with student willingness to expend resources on classmates (i.e. their prosocial disposition). Also both reciprocity (β = 0.298) and perceived benefit (β = 0.403) concurrently predict a student’s support for enforcing cooperation in the classroom. Potential insights into the contribution of classroom social environment to student dispositions towards cooperation are discussed. 相似文献
72.
Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching. 相似文献
73.
Effects of a prenatal care intervention for adolescent mothers on birth weight, repeat pregnancy, and educational outcomes at one year postpartum
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Ford K Weglicki L Kershaw T Schram C Hoyer PJ Jacobson ML 《The Journal of perinatal education》2002,11(1):35-38
About one-third of adolescent mothers receive inadequate prenatal care, and babies born to young mothers are more likely to be of low birth weight. The objective of this study is to evaluate a peer-centered prenatal care program for adolescent mothers. Pregnant adolescents were randomly assigned to an experimental or control group in a mastery modeling peer-support intervention designed to improve long- and short-term perinatal outcomes. A sample of 282 urban pregnant adolescents (94% African American, 4% Caucasian, 2% other) participated in the study. Participants were recruited from five clinics located mainly in Detroit, Michigan. Participants in the experimental group received care in a small group setting and learned to perform critical measurements with a peer partner during prenatal visits. Participants in the control group received individual prenatal care in the same clinics. Outcome measures included birth weight, years of schooling completed at one year postpartum, planned and unplanned pregnancy at one year postpartum, and employment and school attendance at one year postpartum. Mothers in the experimental group had a lower rate of low birth weight (6.6% vs. 12.5%, p=0.08). The rate of unplanned pregnancy was also lower for adolescents in the experimental group (13.4% vs. 15.9%), although this difference was not statistically significant. Adolescents who participated in the intervention were more likely to have continued their education during the pregnancy and the postpartum year. The mastery modeling, peer-centered, prenatal care program produced some positive pregnancy outcomes for adolescent mothers. 相似文献
74.
This article presents evidence that girls are not receiving an equal education and describes a program model which offers solutions for counselors and teachers to adopt. 相似文献
75.
Joy Jarvis Sue Lamb 《Early Years: An International Journal of Research and Development》2001,21(2):129-138
This article considers the role of adult-child interaction in the communication development of children under two. It specifically investigates the situation of a family with twins, where it may be more difficult to undertake sustained, supportive interactions with two children at the same time. The study identifies strategies used by the family to support the children's language development and suggests that these could be used in care settings where early years practitioners may be working with under twos in small group contexts. 相似文献
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Cheryl Varghese Lynne Vernon-Feagans Mary Bratsch-Hines 《The Journal of educational research》2019,112(3):411-420
The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships. 相似文献
79.
This paper gives a synopsis of an extensive programme of case studies on real uses of computer-assisted learning (CAL) materials within UK engineering degree programmes. The programme was conducted between 2000 and 2003 and followed a questionnaire-based survey looking at CAL use in the UK and in Australia. The synopsis reveals a number of key messages for academic tutors and authors including students' enthusiasm for notes, self-tests and features to aid visualisation. Publishers should also consider pricing and licensing arrangements suited to the individual user. Cet article donne une synthèse exhaustive des études de cas concernant l'utilisation concrète des logiciels d'enseignement assisté par ordinateur (EAO) dans les études d'ingénieur au Royaume Uni. Ces études, conduites entre 2000 et 2003, sont basées sur l'analyse de questionnaires concernant l'utilisation de l'EAO au Royaume Uni et en Australie. La synthèse révèle un certain nombre de points clés destinés au corps enseignant et aux auteurs, dont notamment l'intérêt des étudiants pour les cours papiers, les exercices d'autoévaluation et les éléments d'aide à la visualisation. Les aspects liés aux coû ts et aux droits d'auteurs devraient aussi ûtre pris en compte par les éditeurs, afin de faciliter l'accès aux logiciels par les utilisateurs individuels. 相似文献
80.
This article traces the roots of narrative research in the social sciences and education, then centers on ‘story constellations,’ a version of narrative inquiry that uncovers teachers’ knowledge of school reform in context. A fluid form of investigation that unfolds in a three-dimensional inquiry space, story constellations consists of a flexible matrix of paired narratives that are broadened, burrowed, and restoried over time. The adaptability of this narrative inquiry approach is then made visible through introducing four story constellations separately, then laying sketches of the individual story constellations side-by-side. When analyzed in a conjoined fashion, these sketches illustrate how the particularities of place and human agency in the living of school reform played out differently in differing school contexts, despite the fact that the four school sites had one story of reform in common. In the end result, the illustrations demonstrate how the use of the malleable approach drew distinctive story constellations to the surface, spotlighting teachers’ knowledge of school reform as it developed in context over time. In this way, ‘story constellations’ as a method and as a form of inquiry is illuminated. 相似文献