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991.
Journal of Science Education and Technology - Low retention rates of undergraduate students in Science, Technology, Engineering, and Math (STEM) fields are a persistent problem in the USA.... 相似文献
992.
Helen Cahill Julia Coffey Larissa McLean Davies Jeana Kriewaldt Elizabeth Freeman Daniela Acquaro 《Teacher Development》2016,20(3):295-312
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing. 相似文献
993.
994.
ABSTRACTIn many cases, political circumstances do not allow formal for transitional justice processes to occur in countries undergoing a transition from a violent past. In this paper, we ask if education can become a default front line of transitional justice work in the absence of explicit action by the state to address past injustices. Drawing from interviews with educators and using a new citizenship education programme in Northern Ireland as our case study, we argue that several factors, including organisational constraints within the education system, limit the potential of the programme for supporting transitional justice goals. While the effectiveness in this particular case is limited, Northern Ireland provides an example of a citizenship education programme that has moved away from an emphasis on national identity and embraced human rights. Other divided societies might find this model to be an effective conduit in which to promote transitional justice. 相似文献
995.
996.
Maternal mind-mindedness and attachment security as predictors of theory of mind understanding 总被引:1,自引:0,他引:1
Meins E Fernyhough C Wainwright R Das Gupta M Fradley E Tuckey M 《Child development》2002,73(6):1715-1726
This study investigated relations between social interaction during infancy and children's subsequent theory of mind (ToM). Infant-mother pairs (N = 57) were observed in a free-play context at 6 months. Interactions were coded for (a) mothers' use of mental state language that commented appropriately on the infants' mental states, and (b) mothers' use of mental state language that did not appropriately reflect their infants' minds. A third variable was (c) security of attachment, which was assessed using the Strange Situation procedure at 12 months. Performance on a battery of ToM tasks at 45 and 48 months was positively correlated with (a), but was not related to (b) or (c). A regression analysis showed that mothers' use of appropriate mental state comments independently predicted overall ToM performance, accounting for 11% of the variance. Children's verbal ability was the only other independent predictor of ToM performance, accounting for 16% of the variance. These findings represent the earliest known social predictor of individual differences in ToM. 相似文献
997.
First year university is an important transition context for students. The present study examined the relationship between
adjustment and support types, sources and levels of support, and satisfaction with levels of support, for first year students
in an Australian university. Comparisons were made between young (17–21 year olds) and mature-aged students and local and
international students. Findings indicate that well-adjusted students reported higher levels of social companionship support
than the less adjusted group. Many students would have liked more support overall. In comparison to the local group, international
students would have liked to receive more emotional, practical and informational support. The implications for service provision
and university strategies are discussed. 相似文献
998.
John Eckenrode Elizabeth Rowe Molly Laird Jacqueline Brathwaite 《Child development》1995,66(4):1130-1142
This study examined the role of residential and school mobility as a mediator between child maltreatment and academic outcomes. Using a sample of 711 maltreated and nonmaltreated children ranging from 5 to 15 years old matched on gender, grade, school, and socioeconomic status, path analytic techniques were employed to assess direct and indirect effects of maltreatment on recent achievement test scores, current grades, and grade repetitions. The results indicated that mobility did help account for the effects of maltreatment on each of the outcomes. For grades in English/reading, 32.7% of the effect of maltreatment was accounted for by amount of mobility, while for test scores and grade repetitions the numbers were 14.6% and 19.1%, respectively. 相似文献
999.
Elizabeth Hewitt 《International Journal of Research & Method in Education》2017,40(4):345-359
The article is a reflection on the use of an oral diary as a qualitative research tool, the role that it played during fieldwork and the methodological issues that emerged. It draws on a small-scale empirical study into primary school teachers' use of group discussion, during which oral diaries were used to explore and document teacher reflective thinking across time. The paper considers the design of the oral diary tool in this context and how its use created both a window on the developing construction of teachers' ideas about their practice of using group discussion in science and also a space to explore emerging analytical themes. The way in which the regular routine of the oral diary entries helped to make connections between the researcher and the participant and nurture fieldwork relationships is discussed in addition to the limitations of this specific research tool. 相似文献
1000.