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131.
Susan Edwards Helen Skouteris Amy Cutter-Mackenzie Leonie Rutherford Mandy O’Conner Ana Mantilla 《Early Years: An International Journal of Research and Development》2016,36(1):33-50
Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices. 相似文献
132.
Watt HM 《Child development》2004,75(5):1556-1574
Latent growth models estimated developmental trajectories for adolescents' math and English self-perceptions (perceived talent, success expectancies), values (intrinsic, utility) and task perceptions (task difficulty, effort required). A longitudinal cohort-sequential study included 1,323 participants spanning Grades 7 to 11, with Occasion 1 mean ages 13.19, 12.36, and 14.41, respectively, for Cohorts 1, 2, and 3. Self-perceptions and values declined through adolescence, and ratings about difficulty and effort required increased. Gender differences favored boys for math and girls for English, with little evidence for gender intensification or gender convergence hypotheses. Explanations reference socialization and social-cognitive developmental theories and features of the curricula, with domain-specific patterns implying domain-specific explanations. Existing research is extended by modeling a broadened set of social-cognitive constructs within the Australian context. 相似文献
133.
A method for monitoring the biological exocytotic phenomena on a microfluidic system was proposed. A microfluidic device coupled with functionalities of fluorescence imaging and amperometric detection has been developed to enable the real-time monitoring of the exocytotic events. Exocytotic release of single SH-SY5Y neuroblastoma cells was studied. By staining the cells located on integrated microelectrodes with naphthalene-2,3-dicarboxaldehyde, punctuate fluorescence consistent with localization of neurotransmitters stored in vesicles was obtained. The stimulated exocytotic release was successfully observed at the surface of SH-SY5Y cells without refitting the commercial inverted fluorescence microscope. Spatially and temporally resolved exocytotic events from single cells on a microfluidic device were visualized in real time using fluorescence microscopy and were amperometrically recorded by the electrochemical system simultaneously. This coupled technique is simple and is hoped to provide new insights into the mechanisms responsible for the kinetics of exocytosis. 相似文献
134.
Donna Cross Helen Monks Marg Hall Thérèse Shaw Yolanda Pintabona Erin Erceg Greg Hamilton Clare Roberts Stacey Waters Leanne Lester 《British Educational Research Journal》2011,37(1):105-129
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. 相似文献
135.
Arathi Sriprakash Helen Proctor Betty Hu 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):426-441
This article explores parents’ use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated with private tutoring and schooling in contemporary contexts of educational competition. We show how some parents are openly seeking more explicit, visible forms of instruction through using private tutoring, to compensate for the perceived ‘invisible’, pedagogically progressive approach of Australian primary schooling. We argue that these parents’ enlistment of supplementary tutoring is a considered approach to their identification of a mismatch between (apparently) relaxed, child-centred classroom practices, and the demands of the more traditional examinations that regulate entry points to desired educational sites such as academically selective high schools and prestigious universities. Our findings show how paid tutoring is a contemporary pedagogic strategy for securing educational advantage, not just a ‘cultural’ practice prevalent among certain migrant communities, as it is often characterised. We suggest that an analytic focus on pedagogy can help connect issues of class, culture and competition in research on home–school relationships, offering a productive way for the field to respond to the tensions these issues engender. 相似文献
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138.
Eileen Piggot-Irvine Helen Aitken Jenny Ritchie P. Bruce Ferguson Fiona McGrath 《Asia-Pacific Journal of Teacher Education》2009,37(2):175-198
In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative ‘success case studies’ within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 ‘success’ sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or ‘family’, of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice. 相似文献
139.
Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour. 相似文献
140.
Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat. 相似文献