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821.
The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of
students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning
achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms.
In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive
strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement.
In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using
learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’
typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of
strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students
to engage with cognitive and metacognitive strategy instruction. 相似文献
822.
823.
Matthew C. H. Jukes Nkanileka Loti Mgonda Jovina J. Tibenda Prosper Gabrieli Grace Jeremiah Kellie L. Betts Jason Williams Kristen L. Bub 《Child development》2021,92(6):e1095-e1109
Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social-emotional learning. 相似文献
824.
Ernst Rechberger Gerald Webersinke und Andreas L. Petzer 《Wiener klinische Wochenschrift Education》2008,3(1):59-77
Ohne Zusammenfassung 相似文献
825.
Grace Onchwari Jacqueline Ariri Onchwari Jared Keengwe 《Early Childhood Education Journal》2008,36(3):267-273
Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand
challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article
various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant
children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed.
Some suggestions for practice are also provided. 相似文献
826.
Nicole L. Thompson Dwight Hare Tracie T. Sempier Cathy Grace 《Early Childhood Education Journal》2008,35(5):397-404
This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators
who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific
curriculum to use with Native children aged 0–3. The curriculum toolkit should assist Native people in preserving and maintaining
their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country
have been explained. A brief historical overview of Indian education has been included.
The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents
do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by
the Federal Government. 相似文献
827.
The authors interviewed two dozen educators at several institutions to better understand how data from the National Survey of Student Engagement were (or were not) being used. Their results offer guidance to those with dusty data binders on their shelves. 相似文献
828.
Grace Whitney 《海外英语》2007,(4):32-33
“Stacie” “Yes!” Stacie thought to herself as she picked up the five-dollar bill on the sidewalk, "I know it's just five dollars, but that can get you rich! You could invest in some underdog idea. It would have to be a good idea. One that's thought out and that people really need." 相似文献
829.
Correlational and path analyses are used to examine the effects of four situations on self-reported ethical behaviors on four primary ethical dimensions among 323 undergraduate communication students in two mid-Atlantic public universities. The four situations are: the students' self-reported ethical beliefs, the students' perceptions of their professors' ethical beliefs, and the students' perceptions of both the beliefs and behaviors of their peers. The ethical dimensions, which form the basis for path models, are direct-testing, indirect-testing, indirect-substitution, and direct-substitution behaviors. Results indicate that different path models fit different types of behaviors. For example, professors' beliefs, as perceived by the students, have an indirect effect on students' behaviors, particularly in the indirect dimensions. Also, in three dimensions, interactions among professors' beliefs and most college students' beliefs and behaviors influence students' behaviors. An interpretation of these behaviors is suggested, based on an adaptation of the Ajzen and Fishbein theory of reasoned action. 相似文献
830.
André P. Grace 《International Journal of Lifelong Education》2016,35(1):51-73
Political, cultural and social fallout following the introduction of the anti-homosexuality bill in Uganda in 2009 intensified fabrication of an anti-gay public pedagogy of negation and nemesis that fuelled the passage of the Anti-Homosexuality Act, 2014. The Government of Uganda, conventional Anglicanism and US evangelical Christianity were all implicated in developing this homophobic public pedagogy. This article provides an extensive account of what transpired to result in prohibition of lifelong learning focused on Ugandan sexual minorities. In the face of this prohibition, the article calls for lifelong learning as critical action constructed as strategic public counter-pedagogy aimed at recognizing and accommodating sexual minorities in the face of homophobia. This critically progressive counter-pedagogy would include a pragmatic turn to comprehensive health education as a starting point for inclusive, holistic learning. The article also considers the important role that media could play in this work. It explores contemporary realities of advancing and deploying lifelong learning as critical action in Uganda, examining the current dire state of education in the nation. It concludes by considering the status of Uganda’s tenacious quest to entrench gay apartheid amid what is now a growing trend toward global gay inclusion. 相似文献