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Bruce Carrington Peter Tymms Christine Merrell 《British Educational Research Journal》2008,34(3):315-327
A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers amongst girls. Using data from the Performance Indicators in Primary Schools (PIPS) Project, information from 413 separate classes for 11 year‐olds (in England) was examined. One hundred and thirteen were taught by males and 300 by females. All the pupils completed questionnaires that were designed to measure attitude to school, reading, mathematics and science. In addition, background data on those pupils were collected, including cognitive measures, attainment scores, ability measures and home background measures. The data were examined to look at attitudes using multilevel models controlling for background factors. The analysis concentrated on interaction effects between the gender of the teacher and the gender of the pupil and the results gave little support for those who advocate recruitment drives with role models in mind. 相似文献
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Mojtaba Soltanlou Andra Coldea Christina Artemenko Ann‐Christine Ehlis Andreas J. Fallgatter Hans‐Christoph Nuerk Thomas Dresler 《Mind, Brain, and Education》2019,13(4):313-325
It is under debate whether the neural representation of numbers and letters might rely on distinct neural correlates, or on a mostly shared neural network. In the present study, a total of 47 children in fifth grade (Experiment 1) and sixth grade (Experiment 2) simply copied numbers and letters on a touch screen while brain activation changes were recorded by means of functional near‐infrared spectroscopy (fNIRS). fNIRS data of both experiments and a joint analysis revealed that a shared neural network, particularly in the left hemisphere, was activated in response to both number and letter copying. Interestingly, no difference was observed in brain activation patterns between these two stimuli, as revealed by Bayesian analysis. Our findings indicate that both number and letter copying lead to similar brain activation in children. We further suggest methodological and applied applications of these findings in the frame of educational neuroscience. 相似文献
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The measurement of students' social support has become a popular topic in education and psychology, yet measurement tools in this area are limited. In this study, we use a large, representative sample to conduct confirmatory factor, reliability, and correlational analyses of scores on the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, Elliott, & Nolten, 1999). These analyses revealed evidence of reliability, a four‐factor structure (Parent, Teacher, Classmate, and Close Friend subscales), and construct validity. The results of this study indicate that the CASSS covaries as predicted with the clinically important constructs of self‐concept, social skills, and behavioral indicators. There is evidence that the CASSS can be used to understand children and adolescents' perceived social support. © 2002 John Wiley & Sons, Inc. 相似文献
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Children, play, and computers in pre-school education 总被引:2,自引:0,他引:2
Lydia Plowman Christine Stephen 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):145-157
The paper reports a study designed to inform the development of an information and communication technology strategy for the pre‐school years of education. The main methods of collecting evidence were observations at seven pre‐school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development. 相似文献