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241.
The selection of books to read to young children matters enormously in the role books play for enriching children’s lives.
This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books
targeted to children’s developing skills will enhance the power and the pleasures of reading to young children. 相似文献
242.
243.
Susan W. Palocsay Scott P. Stevens 《Decision Sciences Journal of Innovative Education》2008,6(2):213-232
Web-based homework (WBH) Technology can simplify the creation and grading of assignments as well as provide a feasible platform for assessment testing, but its effect on student learning in business statistics is unknown. This is particularly true of the latest software development of Web-based tutoring agents that dynamically evaluate individual students' skill level and purport to respond with appropriate, targeted teaching to improve learning efficiency. In this article, we compare traditional, textbook-based homework assignments with three systems of WBH for undergraduate business statistics courses: ALEKS, PH Grade Assist, and custom-made online quizzes in Blackboard. These systems represent a range of media from artificial intelligence–based tutoring to instructor-controlled objective testing. Using a common assessment test, we compare the performance of students taught with these different systems. Our study finds, as we anticipated, that student performance depends significantly upon teacher experience and student academic competence. Once these factors are controlled for, however, the technique used to deliver homework makes little difference in student success. In contrast to other published research, we do not find any advantage to automated tutoring and identify some limitations of this approach based on both instructor and student feedback. 相似文献
244.
245.
Myers Kayla D. Auslander Susan Swars Smith Stephanie Z. Smith Marvin E. 《Journal of Mathematics Teacher Education》2021,24(3):309-330
Journal of Mathematics Teacher Education - This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME)... 相似文献
246.
247.
Objective: The present study compared reported histories and severity of child sexual abuse, child physical abuse, and both, in college men and women.Method: Four hundred and eighty-six consenting undergraduates completed measures of suicidality, sexual abuse (SA), and physical abuse (PA). Based on their responses, they were categorized into 12 mutually exclusive groups: no PA/no SA (n = 234), moderate PA/no SA (n = 78), severe PA/no SA (n = 34), no PA/mild SA (n = 21), moderate PA/mild SA (n = 12), severe PA/mild SA (n = 5), no PA/moderate SA (n = 20), moderate PA/moderate SA (n = 15), and severe PA/moderate SA (n = 10).Results: Participants who reported both severe sexual and severe physical abuse reported more lifetime suicidality than participants who reported either mild sexual and/or physical abuse. Those who reported sexual abuse involving invasive sexual acts such as rape, and physical abuse involving behaviors that resulted in physical injury to the child, were more suicidal than those who reported less severe abuse. In addition, although combined sexual and physical abuse correlated with increased suicidality, unexpectedly, there was no interaction. Finally, women students endorsed more reasons for living than men and about the same level of suicidal ideas and global suicidality, despite a greater likelihood of having been abused.Conclusions: The absence of an interaction between sexual and physical abuse suggests that this increased suicidality is additive rather than multiplicative. An implication is that college counseling personnel need to be aware of the suicidal risk of women and men students reporting either sexual or physical abuse. 相似文献
248.
Academic dishonesty has been an important issue. However, only few researches had been done in Asian countries, especially
a nationwide study. A sample of 2,068 college students throughout Taiwan was selected and surveyed on four domains of academic
dishonesty, including: cheating on test, cheating on assignment, plagiarism, and falsifying documents. The major findings
of this study were: (1) the prevalence rate for all types of dishonesty behaviors among college students in Taiwan was 61.72%;
(2) the top five most practiced academic dishonesty behaviors in Taiwan are provided paper or assignment for another student,
gave prohibited help to others on their assignment, copied others’ assignments, passed answers to other students, and copied
from other students; (3) students’ attitudes correlated with behaviors in all four domains of academic dishonesty; (4) females
reported less acceptable to and behaved less academic dishonesty behaviors than males; and (5) freshmen had more dishonest
practices than other class ranks. 相似文献
249.
A bstract . In this essay, Benjamin Baez and Susan Talburt analyze the U.S. Department of Education's Helping Your Child Series to consider how the government of children, families, and schools reflects a concern with two seemingly unrelated political objectives of neoliberal projects: creating responsible, self-reliant citizens and making schools more efficient. Where these two objectives converge is in their techniques: they both use the parent-child relationship and what appears to motivate it. Drawing on Michel Foucault's conceptualization of government as "the conduct of conduct," Baez and Talburt analyze two pamphlets with an eye to several themes: the "commonsensical" nature of its address to loving parents; the "responsibilization" of parents and children; the insidious entry of school goals and behavioral norms into homes; and the seeming empowerment of the parent as partner in his or her child's learning. Finally, the authors discuss how the logic of modern forms of governing families and schools might be contested. 相似文献
250.
Claire Wyatt-Smith Susan Bridges Maree Hedemann Mary Neville 《The Australian Educational Researcher》2008,35(3):1-20
This paper presents (i) a purpose-built conceptual model for professional learning and (ii) a leadership framework designed
to support a large-scale project involving diverse sites across the state of Queensland, Australia. The project had as its
focus teacher-capacity building and ways to improve literacy and numeracy outcomes for students at educational disadvantage.
It involved 15 intersectoral clusters and brought together Middle School teachers, principals, curriculum leaders and management
personnel from Education Queensland, the Association of Independent Schools Inc., and the Catholic Education Commission. In
the paper we discuss how the project worked at the interface of research and practice. Further, we discuss how professional
learning was facilitated by a multi-layered approach that acknowledged the importance of research-based learning, curriculum
and pedagogic leadership by principals, and strong opportunities for teacher agency through cross-cluster and intersectoral
collaboration. In conclusion, we invite readers to consider how the approach represents a radical new way to think about what
could count as valued professional learning interactions. 相似文献