Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding. 相似文献
Tertiary Education and Management - In the highly dynamic, competitive and uncertain environment of tertiary education, universities nowadays have to intensify marketing communication to address... 相似文献
Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership. 相似文献
Cultural Studies of Science Education - Alexis Patterson’s paper researches equity in groupwork in the science classroom by looking at micro-interactions. She points to the key features of... 相似文献
The present study reports an empirical investigation into concept formation of young children. Based on interviews conducted before and after participating in a playfully enacted chemistry lesson at a culture center, it is analyzed how 6-year-old children conceptualize water, molecule, and chemistry. Theoretically, the study is informed by Vygotsky’s cultural-historical perspective on concept formation. The empirical data consist of pre- and post-interviews with children and documentation of their participation in the intermediate activity. This documentation is used in the post-interviews as a mutual ground for talking with the children about what they remember and how they understand the activity they participated in and what the activity intended to illustrate. The results are presented in terms of three inductively generated categories: ‘everyday’, ‘experientially-based’, and ‘generalized experiences’ concepts, respectively. The implications of these findings for early childhood chemistry (science) education are discussed.
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity. 相似文献
Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities. 相似文献