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661.
Pamela Blewitt 《Child development》1994,65(5):1279-1298
2 categorization skills necessary for understanding hierarchies are the ability to form categories at different levels of generality and the ability to include the same objects into multiple categories. 2-year-olds appear to have the first skill, but some theoretical and empirical work suggests that the second may be a later acquisition. Yet, in 3 studies, 2- and 3-year-olds applied familiar basic level and superordinate labels to the same objects, even when reminded of basic labels before being tested with superordinates. They did not reserve superordinates for objects with unfamiliar basic level names (Study 2), and they were willing to apply superordinates to objects presented singly rather than in groups (Study 3). Thus, contrary to the implications of some previous work, 2- and 3-year-olds appear to have both of the categorization skills necessary for forming categorical hierarchies. 相似文献
662.
As new communication technologies enter the classroom, teachers must attend to how digital platforms impact the interpersonal practices of teaching and learning. In this article, I study email exchanges with three of my students – Jorge, Adriana, and Jason – over the course of one year in an 11th-grade English class at River High School, a struggling American school subject to intervention for failing to meet the federal No Child Left Behind requirements. I ask several questions: what role does email play in my relationships with students; what does email reveal about the ideological content of my communication with students; and how could I use email transformatively? When I studied these email exchanges, I found that while email has the potential to transform literacy instruction, it can also perpetuate a poor student/teacher relationship and reproduce neoliberal narratives that narrowly imagine students as test-takers, workers, and consumers. 相似文献
663.
In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice 总被引:2,自引:0,他引:2
This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP‐eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP‐eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370–391, 2004 相似文献
664.
665.
Pamela Haas 《Curator: The Museum Journal》1980,23(2):118-121
LIBRARY AMERICAN MUSEUM OF NATURAL HISTORY: Recent Publications in Natural History is a regular feature of Curator. It lists recent publications under various headings, Mary E. Genett–Editor 相似文献