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61.
Dr Hilary McQueen Susan Hallam Andrea Creech Maria Varvarigou 《International Journal of Lifelong Education》2013,32(3):353-377
The basis of this article is findings from the Music for Life Project which investigated the benefits and challenges of music activity participation for the over 50s in three case study sites in the United Kingdom. The paper uses a philosophical lens to explore the leaders’ and participants’ views on the purpose of the activities, how learners are characterised, the role of the activity leader, and the use of assessment. Data from 147 participant and 13 activity leader questionnaires, from 28 participant and 13 activity leader individual interviews, and from 15 participant focus groups were analysed within a philosophical framework that refers to six approaches: liberal, progressive, behaviourist, humanistic, radical and analytic. NVivo and SPSS assisted with the quantitative and qualitative analyses. The analyses indicated that humanism was prevalent although other approaches, particularly behaviourist and progressive, were evident. Activity leaders’ emphasis on humanism might lead to more concern with the comfort side of participation than with musical progression. There was very little use of formal assessment or feedback to support progression. There was some discrepancy between purposes for participation between leaders and participants. There might be a need to clarify purpose, particularly if activities are part of adult education rather than adult social groups. 相似文献
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Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
64.
A sample of 48 two-year-old children selected on the basis of parents' responses to two administrations of the Child Behavior Checklist for two to three-year-olds was observed in peer interactions. Twenty-four of these children displayed symptoms of aggressive/destructive (externalizing) problems that were in the borderline clinical range (labelled “high risk”) and 24 children displayed few such symptoms (“low risk”). The children were observed in matched dyads (one high risk and one low risk child) across four tasks designed to vary in the degree of social participation they would elicit from the children. Across all tasks, children in the high risk group displayed significantly and consistently more aggressive behavior than the children in the low risk group. However, these high risk children did not differ from other children in terms of several indices of social and nonsocial play. In addition, when children were classified as high aggressive versus average versus low aggressive on the basis of laboratory behavior, children who displayed high amounts of aggression during the play sessions did not differ from less aggressive children on these indices of social play. Finally, the responses of non-aggressive dyad partners to aggressive acts indicated that children are responsive, in relatively subtle ways, to aggression. These results are discussed in terms of the implications of early problematic behavior for later indices of maladjustment that include social competence and peer rejection. 相似文献
65.
This study compared principal and self ratings of performance of guidance functions for practicing counselors who did not have teaching experience. The sample consisted of 43 counselors and their principals from throughout the United States. The ratings indicate better-than-average initial counselor acceptance by administrators, teachers, students, and parents with the degree of acceptance being greater after they had counseled for a while. Principal and self ratings differed significantly on initial acceptance by students and present acceptance by other counselors. Ratings of acceptance by both school psychologists and social workers were below average. There was no significant difference in counselor and principal ratings of counselor understanding of various school procedures and policies or of their ability to perform basic guidance activities. A majority of the principals who had worked with the counselors with non-teaching backgrounds indicated they would recommend the hiring of such a person to their school board. 相似文献
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A sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts. The concepts addressed were chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change. The amount of experience with the concepts (grade level) and reasoning ability (developmental level) were examined as possible sources of variation in student understanding. Differences in understanding with respect to grade level were found to be significant for the concepts of chemical change, dissolution of a solid, conservation of atoms, and periodicity. However, few of the students in the college chemistry sample exhibited sound understanding of chemical change, periodicity, or phase change. The use of particulate terms (atoms, ions, molecules) increased across the grade levels. Reasoning ability proved to be a significant factor for student understanding of conservation of atoms and periodicity. An examination of the number and types of misconceptions across the grade levels revealed several interesting patterns and suggested sources for the students' alternative conceptions. 相似文献
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Susan Haugland 《Early Childhood Education Journal》1995,23(2):99-100
Summary Concrete activities provide important support to children's computer experiences. While all quality environments for young
children are full of materials and resources, research suggests that children gain most from computer experiences if they
are reinforced with specific concrete activities. Teachers utilize one of two methods to ensure that children's learning is
enriched by these “hands-on” experiences: Teachers select and/or design specific supplemental activities, or teachers integrate
children's computer experiences into the overall curriculum. 相似文献
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