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91.
92.
Michael S. Vendetti Bryan J. Matlen Lindsey E. Richland Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106
Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement. 相似文献
93.
Ravit Golan Duncan Vicky Pilitsis Melissa Piegaro 《Journal of Science Teacher Education》2010,21(1):81-102
Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable
challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education
programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials.
We describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses. The study characterizes
the development of preservice teachers’ ability to critique and revise instructional materials. Our findings suggest that
teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
In particular, the teachers’ critiques and revisions increased in sophistication after engaging in instructional design activities
during the second methods course. 相似文献
94.
95.
Neil Duncan 《Pastoral Care in Education》1998,16(2):27-31
Neil Duncan suggests that because of the theoretical perspectives of many of the main researchers involved in investigating bullying, important aspects of this phenomenon have been neglected. Based on findings from research into sexual bullying, it is suggested that the sexual identities formed during adolescence play an important part in producing the kinds of behaviour which are involved in bullying in general. The research findings reported here were the result of structured interviews (themselves developed from earlier work) undertaken with single‐sex groups of boys and girls. The data that these interviews generated have important implications for both researchers and those working with young people in secondary schools. 相似文献
96.
Margaret Carlisle Duncan 《Quest (Human Kinetics)》2013,65(2):120-130
Leisure–defined as a state of mind characterized by feelings of freedom, pleasure, and growth–is employed as a vehicle for examining changing women's roles in feminist fiction. Such fiction suggests that many women experience a dearth of leisure in the traditional roles of wife, homemaker, and mother. Women who assume these roles more often view their lives as dominated by antileisure, that is, by activity undertaken compulsively, as a means to an end, and from a perception of necessity. In the novels chosen for consideration, a pattern emerges. The sequence of getting married, making a home, and having children means an increasing abridgement of leisure for women, while this same sequence results in an increasing realization of leisure for men. The recurring theme in this literature is that women, like men, have compelling leisure needs which may take them beyond the bounds of homemaking and child-rearing. 相似文献
97.
Dennis Nigbur Rupert Brown Lindsey Cameron Rosa Hossain Anick Landau Dominique Le Touze Adam Rutland Charles Watters 《Int J Intercult Relat》2008,32(6):493-504
Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms. 相似文献
98.
99.
Aaron P. G. Joshi R. M. Ayotollah Mahboobeh Ellsberry Annie Henderson Janet Lindsey Kim 《Reading and writing》1999,11(2):89-127
Word recognition skill is the foundation of the reading process. Word recognition could be accomplished by two major strategies: phonological decoding and sight-word reading, the latter being a marker for proficient reading. There is, however, a controversy regarding the relationship between decoding and sight-word reading, whether the two are independent or the latter is built on the foundations of the former. A related controversy about instructional strategy could be whether to use whole-word method to improve word recognition skills, or to first build decoding skills and then introduce sight words. Five goals were set up to address these issues: (a) developing a criterion that can be used easily by classroom teachers to assess sight-word reading ability, (b) examining this relationship between decoding and sight-word reading, (c) identifying the mechanism that can explain the relationship, (d) examining factors that facilitate sight-word reading, and (e) discussing potential instructional implications of these findings. In order to accomplish these goals, naming time and word-naming accuracy of three groups of subjects (elementary school children, children identified as having reading disability, and college students) were studied by using a variety of verbal materials. The over-all conclusions are that the difference in naming time of letters and words can be used as a metric for assessing sight-word reading skill. Sight-word reading appears to be intimately related to decoding. Sight-word reading is accomplished by parallel processing of constituent letters of words and is influenced also by the semantic nature of words. It is conjectured that sight-word reading instruction is likely to be successful if decoding skills are firmly established first. 相似文献
100.
Andrew Miller Narelle Eather Mitch Duncan David Revalds Lubans 《Journal of sports sciences》2019,37(2):173-179
This study investigated if object control relates to children’s game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitness. Game play (Game Performance Assessment Instrument), object control (The Test Gross Motor Development-3), moderate-to-vigorous physical activity (Accelerometry), and cardiorespiratory fitness (20-metre shuttle) assessments were completed for 107 children (57% Female, 43% Male) aged 9–12 years (M 10.53, SD 0.65). Two-level regression of object control on game play competence, and object control and game play competence on physical activity and cardiorespiratory fitness assessed associations. Object control competence was positively associated with game play competence (Std. B = 0.25, t (104.77) = 2.38, p = 0.001). Game play competence (Std. B = 0.33, t (99.81) = 5.21, p < 0.000) was more strongly associated with moderate-to-vigorous physical activity than object control competence (Std. B = 0.20, t (106.93) = 2.96, p = 0.003). Likewise, game competence (Std. B = 0.39, t (104.41) = 4.36, p < 0.000) was more strongly associated with cardiorespiratory fitness than object control competence (Std. B = 0.22, t (106.69) = 2.63, p = 0.002). Object control and game competence are both important as correlates of physical activity and cardiorespiratory fitness in children. 相似文献