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951.
Steve Decker, Anglia Polytechnic University, Death and Loss: Compassionate Approaches in the Classroom, Oliver Leaman. London: Cassell, 1995. 160pp. hb ISBN 0 304 33087 6, pb ISBN 0 304 33089 2, price not available Alan Dodds, The Ferrers School, Rushden, Northamptonshire, Bullying at School: What We Know and What We Can Do, Dan Olweus. Oxford: Blackwell, 1993. 140pp. pb ISBN 0 631 19241 7 Richard Smith, Elliott School, London, Combating Truancy in Schools, Edith Le Riche. London: David Fulton/ The Roehampton Institute, 1995. 112pp. ISBN 1 85346 337, £11.95 Ron Best, Roehampton Institute, London, Psychology in the Classroom: Reconstructing Teachers and Learners, Phillida Salmon. London: Cassell, 1995. 98pp. hb ISBN 0 304 33254 2, £40.00, pb ISBN 0 204 33256 9, £12.99 David Lambourn, NAPCE Base, Warwick, Primary Teachers at Work, R. J. Campbell and S. R. St.J. Neill. London: Routledge, 1994. 252pp. pb ISBN 0 415 08863 1, £14.99 相似文献
952.
Ferdinand Sörensen Mary C. Kimmel Vera Brenner Ingeborg Krägeloh-Mann Alkistis Skalkidou Behrang Mahjani Emma Fransson 《Child development》2024,95(3):721-733
This study examines the interplay between maternal depression/anxiety and infant temperament's developmental trajectory in 1687 Swedish-speaking mother–infant dyads from Uppsala County (2009–2019), Sweden. The sample includes a high proportion of university-educated individuals and a low share of foreign-born participants. Maternal depressive and anxiety symptoms were assessed using the Edinburgh Postnatal Depression Scale during gestational weeks 17 and 32 and postpartum at week 6. Multinomial regression explored associations between maternal variables and infant temperament trajectories at 6 weeks, 12 months, and 18 months. Prenatal anxiety is associated with the high-rising infant difficult temperament trajectory, while prenatal depression/anhedonia is associated with the stable-medium trajectory, attenuated postpartum. Associations between infant temperament and maternal mood depended on timing (pre/postpartum) and symptom type (depression/anhedonia vs. anxiety). 相似文献
953.
The vision of Deakin University is, in part, to be recognized as a world leader in flexible and lifelong professional learning and in the innovative and timely applications of information and communications technologies to teaching and learning. This paper describes aspects of the university's Online Teaching, Learning and Enhancement Project, which sought to bring about faculty change by adopting a combination of institutionally imposed and faculty-driven strategies to expand the use of information and communications technologies in programs across the university. In particular, the paper describes and analyzes the models of change underpinning the project, discusses the ways in which the adoption of information and communications technologies for teaching and learning were used as a mechanism to effect and encourage desired change, contrasts the approaches used to implement the project in three faculties, and identifies several key pedagogical and administrative outcomes of the project. Finally, the paper draws some tentative conclusions regarding critical success factors for the adoption of technology-based teaching and learning in higher education. 相似文献
954.
Mary Louise Gomez James R. Carlson Jennifer Foubert Shameka N. Powell 《Teaching Education》2014,25(3):334-347
In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do. 相似文献
955.
956.
This paper is an interim report on a large-scale survey. The background to the authors’ research into dyslexia is briefly
outlined. Next comes an explication of the contrast between “anomaly” and “normal variation.” Some details are then provided
of a survey of 12,905 children, age ten, who were given a variety of educational and cognitive tests relevant to a diagnosis
of dyslexia. It is shown that the resultant distributions of scores are incompatible with the hypothesis of normal variation.
The counter-hypothesis, viz. that dyslexia involves some kind of anomaly, has, therefore, to that extent resisted refutation.
The 1980 CHES follow-up study was funded by grants from the Department of Health and Social Security, the Joseph Rowntree
Memorial Trust, the Department of Education and Science, and the National Institutes of Health in the USA. 相似文献
957.
Mary A. Lundeberg 《科学教学研究杂志》1990,27(2):145-155
This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem. 相似文献
958.
This article outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Although we have used concept mapping in curriculum development with teachers from grades 4–8, we describe in detail the maps created by sixth-grade teachers. We analyzed the maps using three criteria: hierarchical structure, progressive differentiation, and integrative reconciliation. Changes made to the maps during the revision process, including additions and deletions, show increased clarification of both the concepts to be learned and the connections between them. Consecutive map revisions show the development of a cohesive conceptual grade-six science curriculum. The use of concept maps can help science teachers develop science curriculum that is hierarchically arranged, integrated, and conceptually driven. 相似文献
959.
This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated. 相似文献
960.
Mary Margaret Capraro Robert M. Capraro Z. Ebrar Yetkiner Alma F. Rangel-Chavez Chance W. Lewis 《The Urban Review》2010,42(3):193-209
Hispanic students, born both inside and outside the United States, comprise over 80% of the US English language learner population.
The difference in mathematics achievement among Hispanic students and other populations has been well documented. As a result,
it is important to understand the effects of using standards-based mathematics curriculum with high school Hispanic students.
Mathematics achievement scores from the Colorado Student Assessment Program and Measurement of Academic Progress for Hispanic
9th and 10th grade students (n = 1,318) who used the Core-Plus Mathematics Program were compared to the progress of other student demographics (n = 2,003) who used the same curriculum. In following the recommendations of the National Research Council (On evaluation curricular
effectiveness: judging the effectiveness of K-12 mathematics evaluations. National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ Res 5:3–8, 1976) of Hispanic students using National Science Foundation Funded (NSFF) curricula was conducted to contextualize this study’s
findings within the findings of previous studies. The results of this study indicated that Hispanic students have shown modest
gains; however, their relative position compared to other ethnic groups is unremarkable. The meta-analysis Cohen’s d results ranged from +.673 (SE = .131) to −.670 (SE = .045) with slightly positive effects for Hispanic students using an
NSFF curriculum when compared to those not using an NSFF curriculum (.043, SE = .012). 相似文献