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601.
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
602.
Pamela W. Garner Duhita Mahatmya Elizabeth L. Brown Colleen K. Vesely 《Educational Psychology Review》2014,26(1):165-189
The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research. 相似文献
603.
This study explores the nature of the elements that co-influence collaborative creativity in instrumental group music learning and the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme Percussion 1. Wenger’s Community of Practice (CoP) and Engestrom’s Activity Theory (AT) provide an in-depth analytical framework for the analysis of 14 rehearsals, 13 semi-structured interviews and 41 teachers’ and pupils’ reflective diary entries. Findings support the intrinsic potential for enhancing pupil wellbeing by empowering them through supportive statements and decision-making, and engaging them through the embodiment of music learning. 相似文献
604.
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
605.
606.
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