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91.
Gabriele Rabkin Stefanie Geffers Ulrike Hanemann Meike Heckt Marcus Pietsch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):651-677
The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from migrant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way. 相似文献
92.
John E. Henning Andrea DeBruin‐Parecki Becky Wilson Hawbaker Curtis P. Nielsen Elana Joram Anthony J. Gabriele 《The Teacher Educator》2013,48(3):188-207
Abstract This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program. The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool. Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described. Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment. The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction. 相似文献
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94.
Badami R VaezMousavi M Wulf G Namazizadeh M 《Research quarterly for exercise and sport》2012,83(2):196-203
One purpose of the present study was to examine whether self-confidence or anxiety would be differentially affected byfeedback from more accurate rather than less accurate trials. The second purpose was to determine whether arousal variations (activation) would predict performance. On day 1, participants performed a golf putting task under one of two conditions: one group received feedback on the most accurate trials, whereas another group received feedback on the least accurate trials. On day 2, participants completed an anxiety questionnaire and performed a retention test. Shin conductance level, as a measure of arousal, was determined. The results indicated that feedback about more accurate trials resulted in more effective learning as well as increased self-confidence. Also, activation was a predictor of performance. 相似文献
95.
Gabriele Esser‐Hall Jeff Rankin Dumile Johannes Ndita 《The International Journal of Art & Design Education》2004,23(2):136-147
This case study takes as its focus the work of the Fine Art graduate Dumile Johannes Ndita, who visually narrates his experience of life in contemporary South Africa. The artist graduated from Border Technikon, East London, an institution which teaches the narrative approach. It is the aim of the authors to illustrate how this method enables students to transfer lived experience into image. The three voices in this paper come from different backgrounds. The artist will explain the meaning of his drawings, the teacher will give background information on the community and culture in which he himself and the artist operate and outline teaching methods. Students taught by this method create work that has impact and meaning beyond the confines of the art school. To argue this point, the theoretician will add her voice and reflect on meta‐narratives presented in Dumile Johannes Ndita's drawings. Intricate inter‐textual patterns, shared and interconnecting institutional narratives tie our individual voices to those of the wider community and culture of present‐day South Africa and beyond. 相似文献
96.
When two athletes meet inside the ropes of the boxing ring to fight, their cognitive systems have to respond as quickly as possible to a manifold of stimuli to assure victory. In the present work, we studied the pre-attentive mechanisms, which form the basis of an athlete’s ability in reacting to an opponent’s punches. Expert boxers, beginner boxers and people with no experience of boxing performed a Simon-like task where they judged the colour of the boxing gloves worn by athletes in attack postures by pressing two lateralised keys. Although participants were not instructed to pay attention to the direction of the punches, beginner boxers’ responses resembled a defence-related pattern, expert boxers’ resembled counterattacks, whereas non-athletes’ responses were not influenced by the unrelated task information. Results are discussed in the light of an expertise-related action simulation account. 相似文献
97.
We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption (VO(2max)) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance. 相似文献
98.
Errors are often perceived by students as self-threatening and not as learning opportunities. The present work focuses on contextual influences on reactions to errors and learning processes. Based on prior research, a conceptualization of perceived error climate in the classroom with eight subdimensions and one superordinate uniform factor is proposed and a newly developed student questionnaire for its assessment is presented. Results of a study with N = 1116 students from 56 mathematics classrooms in German secondary schools indicated the validity of the error climate conceptualization and the suitability of the questionnaire. Moreover, the results showed that perceived error climate in the classroom predicted the adaptivity of students’ individual reactions to errors above and beyond perceived classroom goal structures and personal achievement motivation (academic self-concept, mastery goal orientation). In addition, the study provided evidence that perceived error climate affects – partially mediated through students’ individual reactions to errors – the quantity and self-regulation of students’ effort. 相似文献
99.
100.
The authors examined the individual and combined influences of 2 factors that have been shown to benefit motor learning: an external focus of attention and enhanced performance expectancies. Another purpose of this study was to gain further insight into the mechanisms underlying these variables. In a factorial design, participants learning a novel motor skill (i.e., throwing with the non-dominant arm) were or were not given external focus instructions, and were or were not provided bogus positive social-comparative feedback to enhance their expectancies. This resulted in 4 groups: external focus, enhanced expectancy, external focus/enhanced expectancy and control. External focus instructions and enhanced expectancies had additive benefits for learning: the external focus/enhanced expectancy group demonstrated the greatest throwing accuracy on both retention and transfer tests, while the accuracy scores of the external focus and enhanced expectancy groups were lower, but higher than those of the control group. Furthermore, self-efficacy was increased by both external focus and enhanced expectancy, and predicted retention and transfer performance. Positive affect was heightened in the enhanced expectancy and external focus/enhanced expectancy groups after practice and predicted transfer performance. The findings suggest that the learning benefits of an external focus and enhanced expectancies mediate learning through partially different mechanisms. 相似文献