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191.
M.O. Thirunarayanan Manuel Vilchez Liala Abreu Cyntianna Ledesma Sandra Lopez 《Educational Media International》2013,50(4):311-327
A survey was conducted in a public, research university located in a large and diverse metropolitan area in the southeastern part of the USA. The purpose of the survey was to determine both the positive and negative personal, educational, social, and work related consequences of playing video games. Nearly two‐thirds of the 203 participants in this study were of Hispanic heritage. A majority of the sample of participants was derived using a school intercept, as opposed to mall intercept, strategy. The remaining participants were obtained using snowball, and convenience sampling techniques. Statistically significant differences between males and females were found in the areas of communication, decision making in daily lives, leadership skills, collaborating, functioning in a team, and giving directions to others. These differences were favorable to males. 相似文献
192.
Sandra Acker 《Curriculum Journal》2013,24(3):301-316
Collegiality has been advocated as an antidote to the presumed isolation and individualism of teachers. In the main body of this paper, I review British contributions to this debate. Studies suggest that collegiality is more likely to flourish within primary schools than in other settings. Recent developments, especially the introduction of a National Curriculum, promise contradictory results: increasing the press toward collaborative, participatory planning, while simultaneously depriving teachers of their traditional autonomy over curricular content. In the final section, I consider whether there are different questions which should be addressed. 相似文献
193.
Cynthia Nicol Narthabbe Yusyp Janet Moore Marise Sasges Sandra Zappa 《Educational Action Research》2013,21(3):311-328
This article examines the authors’ experiences living action research through an art therapy activity known as YaYa that involved creating and sharing visual representations of themselves as beginning researchers. This activity was part of a graduate course on education action research and students in the course found the activity transformative. The article first explores how four students in the course created and presented their YaYas. It goes on to discuss how the activity provided opportunities for students to imagine and re-imagine authored identities in the figured worlds of teaching and research. The role that visual arts play in transforming consciousness is also used to help understand the powerful impact of the YaYa activity. The YaYa as a visual artistic process opened students up to meaning-making and reconstructing identities that involved not only the mind, but also the emotions, body and spirit. The authors claim that learning action research can itself be a process of action research, and that living such practice is about involving and imagining the whole self in multiple figured worlds. 相似文献
194.
Dario Banegas Anahí Pavese Aurelia Velázquez Sandra María Vélez 《Educational Action Research》2013,21(2):185-201
In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices. 相似文献
195.
Sandra Taylor 《课程研究杂志》2013,45(5):441-456
196.
Daniel L. Dinsmore Peter Baggetta Stephanie Doyle Sandra M. Loughlin 《Journal of Experimental Education》2013,81(1):121-141
The purpose of this study was to demonstrate that transfer ability (positive and negative) varies depending on the nature of the problems, using the knowledge transfer matrix, as well as being dependent on the individual differences of the learner. A total of 178 participants from the United States and New Zealand completed measures of prior knowledge, pattern recognition, a positive transfer problem, and a negative transfer problem. Nearly 11% of participants could not successfully solve the base problem after the initial learning phase. The problem condition was a significant predictor of positive transfer success, while no significant differences were found for negative transfer, although, there was ample evidence of negative transfer. Furthermore, prior knowledge was only a significant predictor for problems in which the structural features between the problems were different. Future directions are discussed in regard to the initial learning phase, differences in transfer success, and the need for measures of negative transfer. 相似文献
197.
Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers’ verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils’ social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed. 相似文献
198.
Caron A. C. Clark Tiffany D. Sheffield Sandra A. Wiebe Kimberly A. Espy 《Child development》2013,84(2):662-677
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction. 相似文献
199.
200.
Sandra Wilder 《Clearing house (Menasha, Wis.)》2013,86(3):77-84
This article aims to describe a type of formative assessment, MAP Classroom Challenge, which has been introduced in mathematics classrooms in recent years. MAP, or the Mathematics Assessment Project Classroom Challenges (formerly known as Formative Assessment Lessons), are developed by teams of math educators from the Shell Centre for Mathematical Education at the University of Nottingham and the University of California, Berkeley, with the support from the Bill & Melinda Gates Foundation. The overarching goal of Classroom Challenges is to support teachers in administering effective formative assessment by identifying student misconceptions of main mathematical ideas and helping students develop better understanding. The design of Classroom Challenges stems from the Common Core State Standards in Mathematics and it is based on the seamless fusion of the standards for mathematical content and the standards for mathematical practices. Furthermore, this article demonstrates the positive impact one Classroom Challenge had on revealing and subsequently eliminating student misconceptions related to certain fundamental algebraic concepts. 相似文献