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131.
Anderman EM Eccles JS Yoon KS Roeser R Wigfield A Blumenfeld P 《Contemporary educational psychology》2001,26(1):76-95
Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math. Measures of teachers' mastery- and performance-oriented instructional practices were included in the full HLM model. Students experienced decrements in achievement values, after controlling for other student and classroom-level variables, in classrooms where performance-oriented instructional practices were used. In the full model, self-concept of ability was related positively to increases in achievement values, whereas gender was unrelated to changes in achievement values. Copyright 2001 Academic Press. 相似文献
132.
Modern technology and health practices of people today have resulted in people living longer than ever before. Also, the institutions of the hospital and funeral home today make death more physically distant from the child's world. It is not uncommon for the past two generations to have grown up to middle adulthood and not to have experienced the death of an immediate family member (Lerner, 1976). As a result, death today is viewed more as an intrusion on normal reality (Gordan & Klass, 1979).Catherine Goodwin is Special Education Coordinator, College of Human Ecology, The University of Tennessee. Phyllis M. Davidson is Associate Professor, School of Home Economics, Tennessee Technological University. 相似文献
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135.
The sign says OPEN and five excited preschoolers are at play in a thematically based dramatic center. Their teacher has transformed a corner of the room into a shoe store, complete with materials designed to support the children's early literacy development.Cathleen S. Soundy is with the College of Education, Temple University, and Phyllis Wolf Gallagher is with the Education Department, Holy Name College, Philadelphia, PA. 相似文献
136.
Phyllis Johnson 《Compare》2002,32(3):381-389
The paper explores the potential interface of technology and education for human development in southern Africa, drawing on the case of Mozambique, and the challenges presented by the global marketplace and by local policy. It links this to the ambitious vision of the New Partnership for Africa's Development (NEPAD) for reducing the digital divide for Africa. Four recent publications form the basis for the discussion in this paper, enriched through direct experiences of knowledge networking in southern Africa by the Southern African Research and Documentation Centre (SARDC), a regional information resource centre committed to the development of information access as a key strategic resource for sustainable socio-economic development . 相似文献
137.
Hand in Hand is an early childhood program for at-risk preschoolers. It is designed to furnish the children with the tools they need to lessen their risk for failure on entry to kindergarten. Circumstances under which the students live include violence, abandonment, homelessness, starvation, and abuse. This article discusses the program and the 7 principles on which it is based. 相似文献
138.
This article is an extension of work reported earlier in this journal (Weaver 1978). In that paper, we echoed the commonly suggested need for examining reading difficulties in relation to higher-order language processes and offered a schema-theoretical framework for guiding such an examination. In this article we report the findings and implications of an empirical investigation into the characteristics of story recall abilities in students with dyslexia or severe reading disabilities. 相似文献
139.
Phyllis A. Weaver Ph.D. 《Annals of dyslexia》1978,28(1):92-113
Evidence suggesting that dyslexia is a multifaceted syndrome is beginning to accumulate. Furthermore, a reexamination of some
literature suggests that in addition to having word recognition problems, some dyslexics may also have problems understanding
language. Whereas there is a rather extensive literature on word recognition, and even on word understanding, few studies
have examined the problems dyslexics may have in understanding and remembering connected discourse. This paper explores issues
related to certain possible problems of comprehension and recall among dyslexics and proposes a new direction for research
through the application of schema theory.
A version of this paper was presented at the meeting of the New England Branch of the Orton Society, Boston, May 1978. Preparation
of this paper was supported in part by a grant from Harvard University with funds supplied by the Spencer Foundation. The
opinions expressed do not necessarily reflect the position or policy of Harvard or the Spencer Foundation, and no official
endorsement should be inferred. 相似文献
140.
What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry‐based instruction and successful inquiry learning and teaching in project‐based science (PBS) were described in previous studies (Brown & Campione, 1990 ; Crawford, 1999 ; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998 ; Krajcik, Blumenfeld, Marx, & Solloway, 1994 ; Minstrell & van Zee, 2000 ). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, 1998 ). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced‐based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, 2002 ). Urban schools face particular challenges when enacting inquiry‐based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre‐ and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle‐school science. Through this collaboration, diverse populations of urban‐school students learn science through inquiry‐oriented projects and the use of various educational learning technologies. For inquiry‐based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 722–745, 2006 相似文献