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David Jacobs 《Slavic & East European Information Resources》2013,14(1-2):68-72
ABSTRACTThe article summarizes the fourth conference of the Baltic Heritage Network, held in Rīga, Latvia on June 30–July 2, 2015. 相似文献
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The present study was conducted to establish a scoring key for the Guilford Zimmerman Temperament Survey appropriate for predicting academic performance. To maximize reliability of criterion data, academic performance was operationally defined as cumulative college grade point average based on a minimum of four semesters’ course work. The scoring key developed was predictive of academic performance (cross validated r = .39, p <.01). The magnitude of the relationship between scores on this key and cumulative grade point average compares favorably with the validities reported for the widely used academic aptitude tests in predicting the same criterion. Lesser relationships were observed between scores on the ten publisher-supplied scales and college grades. Results point to the utility of non-cognitive measures in predicting academic performance, particularly when keys tailored to the specific situation are empirically derived. Suggestions for future research are advanced. 相似文献
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Katrina Emily Bartow Jacobs 《Children‘s Literature in Education》2016,47(4):357-373
While scholars have recognized the importance of page breaks in both the construction and comprehension of narrative within picture books, there has previously been limited research that focused directly on how children discuss and make sense of these spaces in the text. Yet, because of their nature as dramatic gaps in the narrative, page breaks offer unique and exciting opportunities to understand how children make meaning of picture books (Sipe in Storytime: young children’s literary understanding in the classroom, Teachers College Press, New York, 2008). This study explores how explicitly inviting young children to discuss page breaks offers insights into how these spaces function within the children’s readings. Drawing on transcribed audio-recordings of a series of read-aloud sessions held with a group of children ages five to eight, the analysis focused on coding themes within the children’s talk around page breaks in picture books. Specifically, the children referenced the role of page breaks as aesthetic choices; the utilization of page breaks to comprehend word/picture relationships; and the negotiation of these gaps in the story as they worked construct a cohesive understanding of the narrative. Overall, the data represents the rich possibilities for educators to include explicit talk around page breaks during picture book read-alouds as a pathway toward better understanding children’s sense-making of these texts. 相似文献
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Gloria E. Jacobs 《Journal of Research in Reading》2012,35(4):353-371
This article uses the analytic lens of power relations and models of power to examine how the participation of two students in an urban US eighth‐grade English language arts class was symbolically and literally deleted. The researcher asks why do some students fail despite being placed in a technologically rich educational environment that ostensibly draws on best practices? Drawing on data collected during an academic year, the author uses a telling case of a dyad engaged in on‐line research and the creation of a PowerPoint presentation to illustrate how the students try to participate and complete the assignment but experience failure. The author raises questions about the context of the students' lives as well as the nature of the classroom instruction and assessment structure. It is argued that further research into the nature of participation is needed to address the lack of student success in urban schools. 相似文献
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This study examines factors associated with the relative stability of peer rejection among elementary school-aged children. Forty-four initially rejected children (some of whom improved their social status while others remained rejected over a 2-year period) were recruited from a larger sociometric sample. Prospective analyses were conducted to determine whether peer nominated aggression and children's perceptions of their own status in fourth grade were predictive of status improvement by the end of fifth grade. In addition to prospective analyses, initially rejected children and their mothers were invited to participate in a retrospective interview about their social experiences over the past 2 school years. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement among initially rejected children. Surprisingly, aggressive behavior also was positively related to status improvement among initially rejected boys. 相似文献
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Benjamin M. Jacobs 《理论付诸实践》2018,57(4):298-306
Drawing on Noddings’ work on religion and education (1993), moral education (2002), and citizenship education (2005\, 2015), this article contemplates how educators both in public schools and parochial Jewish schools might teach students to care about critical issues confronting the Jewish community historically and contemporarily. Its premise is that the teaching of the Jewish experience is presently deficient in both school settings. The article suggests ways that Noddings’ conceptions of caring (1992), pedagogical neutrality (1993), and critical lessons (2006) can be adapted and applied to the teaching of Jewish civilization in more appropriate, holistic, and nuanced ways. Its implications are applicable to many other American subgroups whose treatment in the social studies curriculum is typically inadequate. 相似文献
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Rich in insights, groundbreaking in its interpretations, Personal Knowledge deserves to be better known. Modestly contributing to this end, the present paper explains why teachers addressing the nature of science should spend time on Polanyi. Outlining his intellectual career (from medicine to the cutting edge of chemical research, to the analysis of science and society), his ideas on education of scientists, on research and knowledge are then examined. Much of what he found in science – personal knowledge, intellectual passion, faith, trust, tacit understanding, method rules embodied in practice but seldom amenable to formulation – contradicted the orthodox understanding of it. He presaged Kuhn, Feyerabend, and the constructivists, yet insisted that science produces true knowledge about reality. Tension between tradition and innovation characterizes Polanyi's thought, as it does Polanyian scientific research. 相似文献
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