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991.
Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory. 相似文献
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Lisa Ruble Jessie Birdwhistell Michael D. Toland John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
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Carol Chunfeng Wang Lisa Whitehead Sara Bayes 《Globalisation, Societies & Education》2017,15(5):590-606
Australia attracts international nursing students from China to maintain its economic advantage and to alleviate the projected nursing shortage; conversely, China needs its best and brightest citizens who have trained abroad in nursing to return to cope with current challenges within its healthcare system and nursing education. This paper explores whether China can lure its foreign-trained nurses home to achieve its goals; whether China or Australia will win the nursing talent war; and do Chinese nursing students want to remain abroad or return home. The insight gained can support the development of successful human capital investment for all parties involved. 相似文献
997.
Lisa R. Lattuca David Knight Tricia A. Seifert Robert D. Reason Qin Liu 《Innovative Higher Education》2017,42(4):337-353
We investigated how learning outcomes of students majoring in interdisciplinary fields differ from those of students in discipline-based majors. We found that students in interdisciplinary majors report less change in Critical Thinking and Need For Cognition than their peers in disciplinary majors, but no difference in change in Positive Attitude Toward Literacy. Students’ gains in Critical Thinking and Need For Cognition do not vary by the characteristics of the interdisciplinary major, but some program characteristics influence modest changes in Positive Attitudes Toward Literacy. Future research should address selection effects, develop measures of interdisciplinary learning, and further explore curricular and instructional patterns in interdisciplinary programs. 相似文献
998.
Christine R. Starr Lisa Hunter Robin Dunkin Susanna Honig Rafael Palomino Campbell Leaper 《科学教学研究杂志》2020,57(7):1093-1118
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science. 相似文献
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Erminia G. Pedretti Larry Bencze Jim Hewitt Lisa Romkey Ashifa Jivraj 《Science & Education》2008,17(8-9):941-960
Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox – including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods. 相似文献