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931.
This study explores pre-service teachers' past interactions with ‘place’ in outdoor settings and how these experiences contribute to their current perceptions of the importance of taking their own students into the outdoors. Specifically, the researchers were interested in investigating if current pre-service teachers are part of the ‘nature-deficit disorder' generation described by Louv in his book, Last child in the woods: Saving our children from nature-deficit disorder (2005), as a generation of children growing up without direct experiences in nature. Study participants included 148 undergraduate pre-service elementary teachers enrolled in science teaching methods instructional courses at an urban college in the Northeastern United States and two suburban universities in the Southeastern United States. Participants wrote essay responses after reading Louv's Last Child in the Woods in which they were asked to relate the reading to their own past experiences and their ideas about elementary science education. Results indicate that a large majority of participants (97%) describe significant youth experiences in the outdoors, view nature as important in varying ways (89.9%), and express a desire to expose their own students to the outdoors (65.5%). Key findings are illustrated with direct quotations from the pre-service teachers' essay responses, as they write vividly of their interactions in outdoor places, referred to as ‘place meanings'. Implications are presented for teacher educators working with pre-service teachers to build upon their outdoor experiences and prepare them for implementing nature-based instruction. 相似文献
932.
Patricia Broadfoot Marilyn Osborn Claire Panel Andrew Pollard 《Curriculum Journal》2013,24(2):227-246
ABSTRACT Despite its current high regard in parts of the English educational community, education in France has been as much the subject of public and political concern in recent years as it has in many other countries. One manifestation of this concern was the Loi Jospin of 1989, the aim of which was to continue to encourage the growth of diversity among schools as a response to local needs. Associated with this goal was that of making teachers more willing and able to respond to the increasingly diverse needs of their pupils. By so doing, it was hoped to raise the overall level of student success within the system. This paper looks at one aspect of teachers’ practice and the impact of current reforms on it–that of assessment. Having briefly described the provisions of the Jospin Law, it discusses how these are affecting teachers’ attitudes and practice, using data from the ESRC‐funded ‘Systems, Teachers and Educational Policy’ (STEP) project (ESRC Award No.: R 000 23 4673). Some tentative conclusions about the scale of change and the significance of French primary teachers’ attitudes to assessment are offered. 相似文献
933.
Barbara S. Plake Patricia A. Thompson Stephen Lowry 《Journal of Experimental Education》2013,81(4):214-219
Number right (NR) and elimination (EL) scores were analyzed on 48-item college level mathematics exam that was assembled from pretest data in three forms by varying the item orderings: easy-hard, uniform, random. One-half of the forms contained information explaining the item arrangement and suggesting strategies for taking the test. Several anxiety measures were administered in a balanced order along with the experimental forms to 97 undergraduates. Multivariate ANOVA revealed no significant effects of the independent variables (order, knowledge, anxiety condition) on either cognitive dependent measure (NR or EL) (a = .05). Multivariate ANCOVA, using measures of anxiety as multiple covariates, also failed to show any significant influence (a = .05) on the cognitive dependent measures or a set of perceptional dependent measures. Results suggest that neither test scores nor attitudes are influenced by item order, knowledge thereof, or anxiety level, although factors contributing to the non-significance may have been inherent in the research design because of inadequate power and/or student performance motivation. 相似文献
934.
Suzanne Mukherjee Jane Lightfoot Patricia Sloper 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):59-72
This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed. 相似文献
935.
Neil Ferguson Patricia Davies Roy Evans Phillip Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):210-213
The inadequacies of an area or school‐based approach to the problem of identifying children who are in need of extra help at school are illustrated with data collected from the infant reception classes of 12 schools. These sample schools were each nominated for one of three categories according to the characteristics of the areas which they served. The two local education authorities involved each nominated an advantaged school, a settled working‐class school, and four deprived schools. The socio‐economic and developmental characteristics of the infant reception class intakes of these categories of school type were examined. The findings were that categories of school type are not as socio‐economically disparate as may often be assumed; and that there appears to be a sizeable relationship between school type and the school entrants’ developmental characteristics, but there are too many exceptions to this general trend to justify the use of school characteristics for identifying ‘children at risk’. 相似文献
936.
937.
If one acknowledges that scholarship comes in many shapes and forms, and if one agrees with Boyer's argument that it is time to reconsider scholarship in light of the role of faculty members within departments, colleges, and universities, the next logical step then is to see if Boyer's principles can be effectively applied in a university setting. At the 1995 NAPEHE conference, Boyer acknowledged that the next step, as indicated by the title of the Carnegie Foundation's forthcoming sequel Scholarship Assessed, is to identify ways to fairly and equitably evaluate faculty scholarship within the context of the professoriate in general, and in higher education institutions in particular. The authors argue the case for differential application of standards within and among universities, based upon the diversity of missions and goals. Following that, examples are given for how Boyer's classifications have been applied to promotion and tenure standards at one comprehensive land grant university in the midwest. Administrator and faculty (new and old) commentary provide sup port for the new standards. 相似文献
938.
Sandra Weintraub Patricia J. Bauer Philip David Zelazo Kathleen Wallner‐Allen Sureyya S. Dikmen Robert K. Heaton David S. Tulsky Jerry Slotkin David L. Blitz Noelle E. Carlozzi Richard J. Havlik Jennifer L. Beaumont Dan Mungas Jennifer J. Manly Beth G. Borosh Cindy J. Nowinski Richard C. Gershon 《Monographs of the Society for Research in Child Development》2013,78(4):1-15
939.
Perfectionism has been cited as a major characteristic associated with children and adolescents who have been identified as gifted and talented. This study explored grade level, birth order, and gender differences among 391 students in three gifted and talented programs. The students completed an adaptation of the Multidimensional Perfectionism Scale. A2 × 3 × 3 between subject multivariate analysis revealed that females expressed more concern than males about organization, while males reported stronger parental expectations. First born adolescents reported higher parental criticism and expectations than youngest children. Females' concerns about making mistakes increases from grade 6 to grade 8 while the pattern for males fluctuated insignificantly. Patterns of parental criticism varied between males and females from grade 6 through grade 8. 相似文献
940.
John Klapp Cindy A. Strickland Patricia A. Haensly Jess Hoffmann Christiane Kendrick 《Roeper Review》2013,35(1):47-50
Streznewski, M. K. (1999). Gifted grownups: The mixed blessings of extraordinary potential . New York: John Wiley & Sons (292 pp., $24.95 hb, ISBN‐0–471–29580–9). Johnson, N.G., Roberts, M.C., & Worell, J., Eds.(1999). Beyond appearance: A new look at adolescent girls . Washington, DC: American Psychological Association (464 pp., ISBN‐1–55798–582–0). Smutny, J.F. (1998). The young gifted child: Potential and promise, an anthology . Cresskill, NJ: Hampton Press, Inc. (582 pp. $35.00, paperback, ISBN 1–57273–108–7). Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Green‐berg, M. T., Haynes, N. M., Kessler, R., Schwab‐Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning . Alexandria, VA: Association for Supervision and Curriculum Development. (164 pp., $22.95 pb, ISBN‐0–87120–288–3). Friedman, R. C., & Rogers, K. B. (Eds.). (1998). Talent in context: Historical and social perspectives on giftedness . Washington, DC: American Psychological Association (218 pp., $29.95 Hardback, ISBN 1–55798–493). 相似文献