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Benjamin M. Jacobs 《Religious education (Chicago, Ill.)》2013,108(2):149-165
This historical study focuses on how John Dewey's theory of education as socialization and Mordecai Kaplan's theory of Judaism as a civilization together served as an ideological base and pedagogical framework for the creation of “progressive,” “reconstructed” American Jewish school programs in the early 20th century (1910s–1930s). In the main, progressive Jewish educators no longer conceived of Jewish education merely as a program of religious education designed to impart the ways and dictates of Judaism. Rather, Jewish education was conceptualized as a total program of socialization designed to prepare children for active and intelligent participation in American Jewish life. 相似文献
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Children's Metacognition About Reading: issues in Definition,Measurement, and Instruction 总被引:1,自引:0,他引:1
Metacognition has become a popular term in theories of cognitive development and reading. What children know about the goals, tasks, and strategies of reading can influence how well they plan and monitor their own reading. Despite the appeal of metacognition and the emphasis on executive management of reading, there have been relatively few empirical studies that measure or promote children's metacognition about reading. This article briefly reviews some key studies of children's knowledge about reading and identifies some difficulties in defining and measuring metacognition. An Index of Reading Awareness (IRA) is offered as an informal assessment of metacognition derived from both theory and empirical data that can be used to measure children's understanding of reading comprehension processes. Data are presented illustrating that the instrument is sensitive to developmental and instructional differences in children's metacognition about reading. It is argued that the usefulness of the term metacognition depends on the development of both formal and informal tests of children's knowledge about reading and effective instruction that promotes metacognition. 相似文献
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Debbie Van Biesen Lore Jacobs Katina McCulloch Luc Janssens Yves C. Vanlandewijck 《Journal of sports sciences》2018,36(5):513-521
Cognition is important in many sports, for example, making split-second-decisions under pressure, or memorising complex movement sequences. The dual-task (DT) paradigm is an ecologically valid approach for the assessment of cognitive function in conjunction with motor demands. This study aimed to determine the impact of impaired intelligence on DT performance. The motor task required balancing on one leg on a beam, and the cognitive task was a multiple-object-tracking (MOT) task assessing dynamic visual-search capacity. The sample included 206 well-trained athletes with and without intellectual impairment (II), matched for sport, age and training volume (140 males, 66 females, M age = 23.2 ± 4.1 years, M training experience = 12.3 ± 5.7 years). In the single-task condition, II-athletes showed reduced balance control (F = 55.9, P < .001, η2 = .23) and reduced MOT (F = 86.3, P < .001, η2 = .32) compared to the control group. A mixed-model ANCOVA revealed significant differences in DT performance for the balance and the MOT task between both groups. The DT costs were significantly larger for the II-athletes (?8.28% versus ?1.34% for MOT and ?33.13% versus ?12.89% for balance). The assessment of MOT in a DT paradigm provided insight in how impaired intelligence constrains the ability of II-athletes to successfully perform at the highest levels in the complex and dynamical sport-environment. 相似文献
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Geralyn M. Jacobs 《Early Childhood Education Journal》2001,29(2):125-130
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