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211.
Dikla Brown Rachel Gali Cinamon 《International Journal for Educational and Vocational Guidance》2016,16(3):343-361
The current study focuses on the contribution of the Big Five personality traits to the development of self-efficacy and outcome expectations regarding selection of a high school major among 368 Israeli adolescents (M age = 16.07, SD = 0.41). Structural equation analyses showed that higher levels of conscientiousness and extraversion and lower neuroticism contributed to higher self-efficacy. In contrast, higher levels of conscientiousness and neuroticism and lower extraversion contributed to higher outcome expectations. These findings expand our understanding regarding personality characteristics serving as antecedents of self-efficacy and outcome expectations and sets important implications for career interventions with adolescents. 相似文献
212.
Tony Brown 《Educational Studies in Mathematics》2008,69(3):249-263
This paper examines a Special Issue of Educational Studies in Mathematics comprising research reports centred on Peircian semiotics in mathematics education, written by some of the major authors
in the area. The paper is targeted at inspecting how subjectivity is understood, or implied, in those reports. It seeks to
delineate how the conceptions of subjectivity suggested are defined as a result of their being a function of the domain within
which the authors reflexively situate themselves. The paper first considers how such understandings shape concepts of mathematics,
students and teachers. It then explores how the research domain is understood by the authors as suggested through their implied
positioning in relation to teachers, teacher educators, researchers and other potential readers.
相似文献
Tony BrownEmail: |
213.
This paper examines a theoretical perspective on the ways in which children progress in learning mathematics. It suggests that there is a difficulty in associating teaching discourses with the mathematics they locate. This can result in an incommensurability between alternative perspectives being offered. The paper resists attempts to privilege any particular account but rather demands an analysis of these discourses and their presuppositions. In developing these themes the paper invokes Ricoeur's analysis of time and narrative as an analytical approach to treating notions such as transition, development and progression in mathematical learning. His notion of semantic innovation is introduced. This embraces both the introduction of a new metaphor into a sentence or the creation of a new narrative which reorganises events into a new plot. The notion is utilised in arguing that the shift in the student's mathematical development from arithmetic to first order linear equations with unknowns reconfigures the contextual parameters governing the understanding of these mathematical forms. It is also utilised in showing how alternative approaches to accounting for such transitions suit different and perhaps conflicting outcomes. For example, demonstrating awareness of generality or performing well in a diagnostic test featuring the solution of linear equations.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
214.
The first important monograph describing the battered child syndrome was written in 1860 by Ambroise Tardieu, a French forensic physician. Here is a translation of his article, published in the Annales d'hygiene publique et de medecine legale, with the title "Etude medico-legale sur les sevices et mauvais traitements exerces sur des enfants." The first part of his article is entirely translated. A brief summary of the 32 cases report described by Tardieu in the second part of his article is presented. 相似文献
215.
Why Talk about Mental States? The Significance of Children's Conversations with Friends, Siblings, and Mothers 总被引:5,自引:1,他引:5
Natural language data from 38 47-month-olds recorded at home in unstructured observations were analyzed and comparisons made of characteristics of mental state term use in child-friend, child-sibling, and child-mother dyads. Significantly more references to mental states were made by the children in conversations with siblings and friends than with mothers. Frequent use of mental state terms by both partners was related to cooperative interaction in both child-friend and child-sibling dyads and several associations were found with measures of language fluency, gender, and maternal education, although these varied across the 2 dyads. Children's use of mental state terms in conversations with siblings and friends was correlated with their performance on two false belief measures. Results highlight the importance of extending investigations into the social implications of the development of children's "theories of mind." 相似文献
216.
Teresa Eckrich Sommer Terri J. Sabol P. Lindsay Chase-Lansdale Mario Small Henry Wilde Sean Brown 《Journal of research on educational effectiveness》2017,10(4):732-766
Improving children's attendance is a high priority for Head Start and other early childhood education programs serving low-income children. We conducted a randomized control trial in a major northern city to evaluate the impact of a low-cost intervention designed to promote parents' social capital as a potential influence on children's attendance in Head Start centers. The intervention assigned children to treatment group classrooms based on (a) neighborhood of residence (geography condition) or (b) the geography condition plus the opportunity for parents to form partnerships in support of their children's attendance, or to control group classrooms according to Head Start guidelines only. We did not find impacts on average attendance throughout the year. However, the intervention did lead to increased attendance during the winter when average center attendance was lowest. There were no impacts on fall or spring attendance. Follow-up exploratory analyses of focus groups with parents and staff suggested that parents' level of connection and trust, self-generated partnership strategies, and commitment to their children's education may be factors by which parents' social capital expands and children's attendance improves. 相似文献
217.
In 4 studies with 18-24-month-old children, evidence was obtained of strategy-like behaviors in a memory-for-location task in which the child had to remember in what natural location a toy had been hidden. The children exhibited behaviors that resemble the mature strategies of rehearsal and monitoring, including talking about the toy or its hiding place and looking or pointing at it during the delay interval. In Experiments 1 and 2, these strategy-like behaviors were engaged in differentially as a function of familiarity, both of the setting in which the task was embedded and of the task itself. Significantly more target behaviors occurred in an unfamiliar than in a familiar setting, and more target behaviors occurred on the first than on the second day of observation. In Experiment 3, when the basic memory task was modified to remove the memory demands from the child, very few of the strategy-like behaviors occurred, indicating that they were indeed memory specific. In the fourth experiment, the rehearsal-like behaviors were shown to be related to subsequent retrieval. We interpret these results as evidence of an early natural propensity to keep alive what must be remembered, a rudimentary and imperfect version of what will later become more elaborate and planful mnemonic strategies. 相似文献
218.
Sally Brown 《Teaching Education》2016,27(3):286-304
This article documents an extended Mexican family’s social practices surrounding literacy as they engage with bilingual children’s literature in a unique context that draws from both home and school without the pressures of curriculum mandates. The research is situated within the southeastern United States where English-dominant practices permeate the school and community. Sociocultural and third space theories provide a framework for understanding the complexities surrounding language use and literacy development. Findings indicate the new space, Story Nights, provides for the development of connections to Mexican culture and a notion of community-based literacy learning. The author makes recommendations for classroom teachers, teacher education programs, and educational policy to be more inclusive of Latino/Latina English learners. 相似文献
219.
Michael F. Brown Jonathan A. Moore Catherine H. Brown Kristen D. Langheld 《Learning & behavior》1997,25(4):473-484
Honeybees foraged from six locations, each of which was baited with sugar solution prior to each experimental trial. Under a variety of conditions, bees exhibited a small but reliable tendency to avoid revisits to locations that they had visited earlier during the experimental trial. These results replicate those of Brown and Demas (1994), who concluded that bees use working memory to discriminate previously visited locations from those not yet visited. The present experiments included procedures that allowed alternatives to this explanation to be more completely ruled out. The extent of spatial working memory performance exhibited by honeybees in these experiments appears to be limited by a process other than working memory capacity, perhaps the ability of bees to discriminate among several locations in close proximity to one another. 相似文献
220.
Research into sighted children’s reading shows that letter recognition skill predicts phonological awareness skill. Congenitally–blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross–sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read. 相似文献