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排序方式: 共有229条查询结果,搜索用时 31 毫秒
31.
Carole L. Hahn 《牛津教育评论》2013,39(1-2):231-250
This article reports on a comparative study of civic education in six countries-Britain, the USA, Germany, Denmark, the Netherlands and Australia. Differing policies and practices with respect to citizenship education among the six Western democracies were found to be associated with different patterns of adolescent student political attitudes and perceptions. In those contexts in which civic education includes political content and opportunities for students to explore and express opinions on public policy issues, and to engage in decision-making, young people (ages 15-19) appear to be more interested in the political arena than in those contexts in which they do not have such experiences. 相似文献
32.
Confirmatory factor analyses comparing parental involvement frameworks with secondary students 下载免费PDF全文
Kristin Duppong Hurley Matthew C. Lambert Stacy‐Ann A. January Jacqueline Huscroft D'Angelo 《Psychology in the schools》2017,54(9):947-964
Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three‐domain conceptualization of parental involvement including school‐based involvement, home‐based involvement, and academic socialization, compared to a more nuanced six domain conceptualization school‐based (1) school/parent communication, (2) attending school activities, home‐based (3) home activities, (4) homework help, academic socialization, (5) parent–child communication about education, and (6) parental aspirations for child's education. When comparing the fit among the models, the six‐factor model had best fit indices and indicated varied correlations among the subdomains. The six‐factor model allowed for more nuanced variations among the subdomains that may be helpful when assessing parental involvement with high school students. 相似文献
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34.
ABSTRACTIn community interventions more generally, the concept of fidelity refers to the degree to which a program is delivered as intended. The present paper discusses ways in which fundamental aspects of participatory research challenge the concept of fidelity and differ from more traditional science-dominated approaches. We begin with a discussion of the fidelity concept and some of its strengths and limitations. We then discuss both social problems and proposed solutions as representing complex problems defying simple or permanent solutions. We suggest that three prominent aspects of participatory research highlight this complexity and pose challenges in assessing fidelity. First, in participatory research, the goal is not only scientific but also social action on a local issue as well. Second, the participatory process among varied partners is itself part of the intervention itself to be understood as affecting both processes and outcomes. Third, the goals of participatory research include community-level as well as individual-level changes. These issues are illustrated in a discussion of how culture is conceptualized and acknowledged in fidelity assessment. We conclude with some recommendations for approaching fidelty in participatory research in a way that appreciates its differences from more traditional paradigms underlying community interventions. 相似文献
35.
Stacy Olitsky 《Cultural Studies of Science Education》2013,8(3):561-570
Bellocchi, Ritchie, Tobin, Sandhu and Sandhu’s (2013) study highlights the crucial role that emotions play in learning at the university level in a preservice secondary science teacher education class. They examine the classroom structures that tended to lead to both a positive valence and a high level of intensity of the emotional climate (EC). This article explores the implications of their study for better understanding how to foster a positive classroom emotional climate for elementary level preservice teachers, given the specifics of elementary school environments. Drawing on theories of interactional solidarity. I explore the implications of EC for increasing pre-service teachers’ capacity to avoid order-giving rituals and to create science-centered communities in their classrooms. I also suggest possible areas for future research, such as the role of expectations in EC, the different EC outcomes of lectures, EC and the development of confidence in science, and the ways in which teacher candidates are positioned within interaction rituals in elementary science methods classes. 相似文献
36.
Adina M. Seidenfeld Stacy R. Johnson Elizabeth Woodburn Cavadel Carroll E. Izard 《Early education and development》2014,25(7):933-948
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on ToM to help promote socioemotional learning, specifically EK. This consideration may be most fruitful when the targeted population is at risk. 相似文献
37.
In this study, we embark on an exploration and analysis of a community of learners of science in a classroom of one of the
authors (Barbara Luster)—a group of Year 8 African American girls and boys in an urban, inner-city school. This study is a
collaborative action research project that examines closely the practice of teaching and learning science within a socio-cultural
perspective that Barbara has espoused and brought to her classroom. We study the two dimensions of a community of learners—social-organisational,
and intellectual-thematic—and how each evolved and influenced the other. As we explore these dimensions we pay particular
attention to the gender of the students, looking for similarities and differences between boys and girls in the patterns that
emerge. Our findings indicate that in Barbara's class the relative success of the learning community in terms of the social-organisational
dimension was not accompanied by a relative success in the intellectual-thematic dimension. Barbara and her students, for
the most part, succeeded in developing a community of people coming together to ask questions, offer their thinking, and respectfully
sometimes build on each other's contributions and sometimes disagree with each other. However, Barbara and her students did
not quite succeed in developing shared understandings, and we discuss the reasons for this. 相似文献
38.
Patrick B. Wilson Stacy J. Ingraham 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(3):270-282
Scarce research has examined the effects of carbohydrate composition on running stride characteristics. On two occasions, 14 males and 6 females completed a 120-min sub-maximal run followed by a 4-mile time trial. Participants consumed glucose (GLU) or glucose–fructose (GLU–FRU) beverages supplying 1.3 g/min carbohydrate. Substrate use, psychological affect [Feeling Scale (FS)], and stride characteristics (stride frequency, stride length, and contact time) were assessed. Effects were expressed as Cohen’s d (90% confidence limits [90% CL]). CLs for stride frequency differences at 53 min (90% CL = 0.04–0.21) and 113 min (90% CL = 0.02–0.24) did not cover 0, indicating a positive effect of GLU–FRU. However, effect sizes were small (d = 0.13) and likely-to-very-likely trivial. Energy expenditure differences at sub-maximal end were very likely trivial (d = 0.08; 90% CL = 0.00–0.17), while FS ratings were possibly higher for GLU–FRU at 50 (d = 0.19; 90% CL = ?0.10–0.48) and 110 min (d = 0.16; 90% CL = ?0.13–0.45). During the time trial, stride length was possibly higher with GLU–FRU (d = 0.13; 90% CL = ?0.08–0.33). Glucose–fructose co-ingestion has no significant effect on stride characteristics during constant-velocity running but may result in slightly higher stride length during self-paced running. 相似文献
39.
Patrick J. Herling B. Tanya Mohseni Derek C. Hill Stacy Chelf Jeffrey A. Rickert Jonathan T. Leo Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223
Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists. 相似文献
40.
AbstractCollection development analysis in academic libraries typically involves collection-centered and user-centered methods. These approaches focus on building collections that help students with their academic needs but may overlook resources that students need experience with when employed. To address this gap, the authors analyzed early-career advertising agency positions to identify a list of information resources that advertising agencies expect employees to use. This list was then compared against the library websites of 158 universities with advertising programs to see how sufficiently libraries are fulfilling these resource needs. The authors found that overall, university libraries only subscribe to a small number of resources used by advertising agencies. 相似文献