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81.
Kyle Seifert Amy Fenster Judith A. Dilts Louise Temple 《CBE life sciences education》2009,8(2):147-153
Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences. 相似文献
82.
David McMinn David A. Rowe Michelle Stark Louise Nicol 《Measurement in physical education and exercise science》2013,17(2):67-78
Current interest in promoting physical activity in the school environment necessitates an inexpensive, accurate method of measuring physical activity in such settings. Additionally, it is recognized that physical activity must be of at least moderate intensity in order to yield substantial health benefits. The purpose of the study, therefore, was to determine the validity of the New Lifestyles NL-1000 (New Lifestyles, Inc., Lee's Summit, Missouri, USA) accelerometer for measuring moderate-to-vigorous physical activity in school settings, using the Actigraph GT1M (ActiGraph, Pensacola, Florida, USA) as the criterion. Data were collected during a cross-country run (n = 12), physical education (n = 18), and classroom-based physical activities (n = 42). Significant and meaningful intraclass correlations between methods were found, and NL-1000 estimates of moderate-to-vigorous physical activity were not meaningfully different from GT1M-estimated moderate-to-vigorous physical activity. The NL-1000 therefore shows promising validity evidence as an inexpensive, convenient method of measuring moderate-to-vigorous physical activity in school settings. 相似文献
83.
路易斯·希金斯 《顺德职业技术学院学报》2004,2(1):74-76
分析中国心理学的历史、发展和现状,指出中国文明和心理学在人类历史上辉煌的过去,描述现代心理学在中国的发展和现存的不足,将中西方的心理学进行对比分析。 相似文献
84.
85.
Louise Young Karen B. Moni Anne Jobling Christinavan E. Kraayenoord 《International Journal of Disability, Development & Education》2004,51(1):83-97
There is limited information available related to the literacy skills of adults with intellectual disabilities. In this project, information was collected about the contexts, current practices, and clients' abilities in literacy in two community‐based disability service programs. Individual assessments were undertaken to collect details of the current literacy levels of adults with intellectual disabilities in day program settings. These assessments focused on receptive language, reading at the letter, word and sentence level, writing vocabulary and connected text, and literacy preferences. Audits were also conducted related to the provision of opportunities for clients accessing these services to engage with literacy including environmental print. Structured day program activities were observed to gather information about current literacy teaching and learning. Implications of the research findings and suggestions for provision of literacy education in these settings are discussed. 相似文献
86.
This paper examines the ways in which British Chinese pupils are positioned and represented within the popular/dominant discourse of teachers working in London schools. Drawing on individual interviews from a study conducted with 30 teachers, 80 British Chinese pupils and 30Chinese parents, we explore some of the racialised, gendered and classed assumptions upon which dominant discourses around British Chinese boys and girls are based. Consideration is given, for example, to teachers’ dichotomous constructions of British Chinese masculinity, in which British Chinese boys were regarded as ‘naturally’ ‘good’ and ‘not laddish’, compared with a minority of ‘bad’ British Chinese boys, whose laddishness was attributed to membership of a multiethnic peer group. We also explore teachers’ constructions of British Chinese femininity, which centred around remarkably homogenised representations of British Chinese girls as ‘passive’ and quiet, ‘repressed’, hard‐working pupils. The paper discusses a range of alternative readings that challenge popular monolithic and homogenising accounts of British Chinese masculinity and femininity in order to open up more critical ways of representing and engaging with British Chinese educational ‘achievement’. 相似文献
87.
Lisa Ferm Daniel Persson Thunqvist Louise Svensson 《Journal of Vocational Education & Training》2018,70(1):66-84
The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial workers, the students’ vocational habitus is transformed to better fit the industrial work community. The integration of the notions of agency and habitus demonstrates the dynamic nature of students’ participation in work communities; simultaneously, the students reproduce social structures that promote vocational identities. 相似文献
88.
A group of English children in a rural comprehensive are learning Mandarin, taught by a Chinese teacher. This article describes the background to this development and follows three cohorts of students, giving the pupils' views about learning Chinese and why they chose it. As a psychologist who has interests in education and who is also a part-time student of Chinese, the author welcomed the chance to share the pupils' experience. In the final cohort, sensation-seeking tendencies and intellectual achievement responsibility were investigated as personality traits which may influence a child's choice of foreign language study. 相似文献
89.
Louise Archer Anna Halsall Sumi Hollingworth 《British Journal of Sociology of Education》2007,28(2):165-180
This paper discusses the ways in which inner‐city, ethnically diverse, working‐class girls’ constructions of hetero‐femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working‐class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through ‘glamorous’ hetero‐femininities, heterosexual relationships with boyfriends, and the ‘ladettte’ discourse. We discuss how and why young women’s investments in particular forms of heterosexual working‐class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations. 相似文献
90.
Louise Spear-Swerling 《Reading and writing》2006,19(2):199-220
This study explored third-graders’ oral reading fluency (ORF) in easy text in relation to their third- and fourth-grade reading
comprehension. It also examined the children’s performance on two different measures of text exposure, a self-report questionnaire
and a title-recognition test. Although third-graders’ ORF related significantly to their reading comprehension, oral language
comprehension accounted for most of the variance in reading comprehension, whereas single word reading speed accounted for
most of the variance in ORF. Third-grade reading comprehension and ORF each predicted unique variance in children’s scores
on a fourth-grade state-mandated reading comprehension assessment. Scores on the self-report questionnaire correlated significantly
with third-grade ORF and fourth-grade reading; the self-report accounted for reliable variance in ORF even with all of the
other reading ability variables entered first. Results are consistent with the viewpoint that text exposure affects reading
fluency. They also demonstrate that ORF is a valuable predictor of middle-elementary children’s reading comprehension, even
when the ORF measure employs very easy text in which children achieve near-perfect word accuracy. 相似文献