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91.
92.
This paper describes a project undertaken with parents from an inner city primary school in Hartlepool, England. The main objectives of the project were to increase the self esteem of the parents, to give them an understanding of the pre-school curriculum and to enable them to develop their skills, knowledge and confidence to become involved in school life and to take ownership of their own children's education. The project focused around the production of a video to show nursery life in the school and this production was used as a vehicle to encourage the fulfilment of the objectives described above. The paper concludes by describing the successful outcomes of the project. Some of the outcomes were planned for, but we were equally delighted with the unexpected ones. 相似文献
93.
94.
Kathy Hytten 《Educational theory》2009,59(4):395-408
Drawing primarily on the work of John Dewey, Kathy Hytten argues that rethinking democracy can help us to respond more productively to the challenges of globalization. Dewey maintained that democracy is much more than a political system; instead it is a personal way of life, a mode of associated living, and a moral ideal. Yet this is not the vision of democracy prevalent today, especially within the rhetoric of globalization. Hytten begins by describing some of the challenges of globalization. She then shows how Dewey faced similar challenges, discussing why Dewey's ideas are still relevant. Hytten goes on to trace how Dewey's conception of democracy can help us to think differently about these challenges. She concludes by arguing that Dewey offers us some valuable democratic habits, dispositions, and visions that remain important resources in building a pluralistic, socially just, inclusive, and enriching community within our globalized world. 相似文献
95.
Amanda Berry John Loughran Kathy Smith Simon Lindsay 《Research in Science Education》2009,39(4):575-594
This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching
and Learning (STaL) Project, in which groups of science teacher participants (across years K – 12) worked with academics over
a one-year period as teacher researchers. Through reflecting on their experiences within the STaL Project and collecting data
from their classrooms related to specific science teaching concerns, teacher participants constructed cases around particular
aspects of their professional learning. The cases that these participants developed elicited rich insights into their teaching
and their students’ learning of science. This paper discusses how the cases were developed by the teacher researcher participants
and uses exemplars as a way of illustrating the nature of the professional knowledge developed. 相似文献
96.
Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice. 相似文献
97.
Kathy Cabe Trundle Ronald K. Atwood John E. Christopher Mesut Sackes 《Research in Science Education》2010,40(3):451-478
This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings
of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause,
including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to
produce profiles of each participant’s conceptual understandings and nonparametric tests also were used. Results revealed
very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results
indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific
shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants
shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test.
Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest
to scientific understanding on the post-test. Implications of these findings and recommendations for further research are
provided. 相似文献
98.
Chris A. Hopper Mary B. Gruber Kathy D. Munoz Robert A. Herb 《Research quarterly for exercise and sport》2013,84(3):315-321
Abstract The purpose of this study was to examine the effect of parental involvement in a school-based program about exercise and nutrition. One fifth grade and one sixth grade class were randomly assigned to each of the three different treatment conditions, a school-and-home condition (n = 45), a school-only condition (n = 43), and a control condition (n = 44). In the school-and-home condition, the children's parents were also asked to participate in nutritional and exercise activities at home as a family “home team.” A multivariate analysis of variance on change scores was completed on the following variables: height, weight, skinfold, sit-and-reach, sit-ups, mile run, exercise knowledge, saturated fat, cholesterol, percent calories from fat, percent calories from carbohydrates, and nutrition knowledge. There was a significant difference among groups. The school-and-home and school-only groups showed significantly greater improvement than the control group but were not significantly different from each other. Univariate analyses on posttest scores indicated that the school-and-home children scored significantly higher than the control group on sit-and-reach flexibility and nutrition knowledge. The results indicate that including the family was primarily effective in facilitating children's improvements in flexibility and nutrition knowledge rather than in diet and exercise behaviors. 相似文献
99.
This article compares East Germany's Cold War-era approach to doping to that of the USA's in terms of their respective impacts on medical risk. Although deserving of criticism on many levels, the GDR doping programme featured a number of safeguards designed to minimise medical dangers. Unlike their East German counterparts, American governmental units were not directly involved in the administration of performance-enhancing substances. The US approach to doping was not ideal in terms of medical risk, however. As a result of the country's regulatory approach to doping, the country's athletes frequently turned to black market sources for doping agents. It was also relatively common for American athletes to use performance-enhancing drugs without the benefit of medical supervision. The US approach to doping was in these ways inferior to that of East Germany's on the subject of medical risk. 相似文献
100.