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21.
Graham D. Bodie Kaitlin E. Cannava Andrea J. Vickery Susanne M. Jones 《Communication Studies》2016,67(1):3-19
This study seeks initial evidence for the patterns of nonverbal adaptation predictive of emotional improvement after a troubles talk conversation. A total of 128 dyads composed of two unacquainted individuals engaged in a 5-minute conversation about a stressful event, and the nonverbal behaviors of both the supportive listener and discloser were coded for immediacy. We detected a general pattern of matching between interlocutors, which was positively associated with disclosers’ reported emotional improvement above and beyond listener immediacy. Importantly, we found primary support for a discloser-matching model whereby emotional improvement is a function of disclosers matching highly immediate listeners but no support for a listener-matching model whereby emotional improvement is a function of listeners matching disclosers to signal empathy. 相似文献
22.
Lavoué Elise Kazemitabar Maedeh Doleck Tenzin Lajoie Susanne P. Carrillo Rubiela Molinari Gaëlle 《Educational technology research and development : ETR & D》2020,68(1):269-292
Educational technology research and development - This paper studies learners’ emotion awareness in university level academic contexts as a first step to help learners regulate their... 相似文献
23.
Beginning literacy: links among teacher knowledge, teacher practice, and student learning 总被引:2,自引:0,他引:2
McCutchen D Abbott RD Green LB Beretvas SN Cox S Potter NS Quiroga T Gray AL 《Journal of learning disabilities》2002,35(1):69-86
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning. 相似文献
24.
Susanne?R.?BorgwaldtEmail author Frauke?M.?Hellwig Annette?M.?B?De?Groot 《Reading and writing》2005,18(3):211-229
Alphabetic orthographies vary in the (in)consistency of the relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling, in contrast to opaque orthographies such as English, where spelling–sound correspondences are often inconsistent. The pronunciation of English vowel letters is in particular very ambiguous. In this paper, we provide a cross-linguistic investigation of orthographic transparency at the word-initial letter–phoneme level, resulting in ranked metrics for the seven languages investigated- Dutch, English, French, German, Hungarian, Italian, and Portuguese, expressed as entropy values. We focus on the contributions of vowels and consonants towards the overall orthographic transparency and provide evidence that deviations from consistent word-initial 1:1 mappings between letters and phonemes influence reaction times in naming tasks. Implications for theories of visual word recognition and speech production will be discussed. 相似文献
25.
Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers. 相似文献
26.
Susanne M. Shafer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):5-23
The socialization of girls in secondary schools in England and the two Germanies points to the eventual role conflicts that face women in each of these countries. Girls theoretically have the same options as boys although in practice they may have less science or vocational education in England and West Germany. East German girls are made aware that they can expect to work while married and, like boys, they are asked to prepare for an occupation. Males predominate in decision-making roles in government, industry, and schools. This article is based on a research study conducted in the United Kingdom, the Federal Republic of Germany, and the German Democratic Republic 1972/73; presented at the World Congress of Comparative Education Societies 1974.
Zusammenfassung Die Sozialisierung der Schülerinnen in Sekundärschulen in England, der Bundesrepublik und der DDR lässt erkennen, inwieweit die Frauen in jedem dieser Länder einem Rollenkonflikt gegenüberstehen. Theoretisch haben zwar die Mädchen dieselben Wahlmöglichkeiten wie die Jungen, in der Praxis erhalten sie aber in England und Westdeutschland oft weniger naturwissenschaftlichen und beruflichen Unterricht. In der DDR werden die Schülerinnen darauf hingewiesen, dass sie auch nach der Heirat einen Beruf ausüben können und sich ebenso wie die Knaben darauf vorbereiten sollen. Die führenden Rollen in Regierung, Industrie und Schulen sind vorwiegend mit Männern besetzt. Dieser Artikel beruht auf einer Forschungsstudie, die 1972/73 in Grossbritannnien, der Bundesrepublik Deutschland und der Deutschen Demokratischen Republik durchgeführt und 1974 dem Weltkongress für Vergleichende Erziehungswissenschaft vorgelegt wurde.
Résumé La socialisation des filles dans les écoles secondaires en Angleterre et dans les deux Allemagnes fait ressortir l'éventuel conflit de rôle que les femmes rencontrent dans chacun de ces pays. Les filles ont, en théorie, les mêmes choix que les garçons, bien qu'en pratique, il se peut qu'elles reçoivent moins d'éducation scientifique ou professionnelle en Angleterre et en Allemagne occidentale. Les filles d'Allemagne orientale, par contre, sont conscientes due fait qu'elles peuvent espérer travailler une fois mariées et, de même que les garçons, on leur demande de se préparer en vue d'un emploi. Les hommes prédominent dans les rôles où des décisions doivent être prises, au gouvernement, dans l'industrie, dans les écoles. Cet article se base sur une recherche faite en 1972/73 au Royaume Uni, dans la République fédérale d'Allemagne et dans la République démocratique allemande; il fut présenté en 1974 lors du Congrès mondial des Sociétés d'Education comparée.相似文献
27.
Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. 相似文献
28.
David L. Ingram Susanne T. White Pauline R. Lyna Kimberly F. Crews J.E. Schmid V.Denise Everett G.G. Koch 《Child abuse & neglect》1992,16(6):847-853
Gardnerella vaginalis (GV) infection has been reported as being acquired via sexual contact in adults and as an indicator of sexual contact in female children (DeJong, 1985). The purpose of this study was to determine if GV infection was more commonly found in 191 female children who gave a history of sexual contact and/or were infected with Neisseria gonorrhoeae (GC) or Chlamydia trachomatis (CT) (Group 1), compared with 144 female children evaluated for possible sexual abuse and found to have no such history or infection with GC or CT (Group 2), or 31 female children (friends of the authors) without such a history or GC or CT infection (Group 3). Vaginal GV was found in 5.3% of Group 1, 4.9% of Group 2 and 6.4% of Group 3 (p > .05). Also, vaginal GV infection was not related to the type of sexual contact or race, but did increase with age in white female children. Because vaginal GV infection is not more commonly found in children with a history of sexual contact than those without such a history, the finding of GV in a vaginal culture in an individual case would not be a reliable marker of sexual contact. Routine culturing for GV is not recommended as part of a sexual abuse workup. 相似文献
29.
We obtained data on the writing of 110 deaf or hard-of-hearing students attending public schools who completed the spontaneous writing portion of the Test of Written Language. The average written quotient for the sample was in the below-average range but within 1 standard deviation of the test mean. Forty-nine percent of the sample received written quotients within or above the average range. Mean scores for the three subtests of contextual conventions, contextual language, and story construction were within the low-average range; between 55% and 68% of students scored within the average or above-average range for the subtests. Predictors of writing quotients were eligibility for free lunch, grade, degree of hearing loss and gender; however, only 18% of the variance in total writing quotients was explained by these variables. The data indicate that attention needs to be paid to the writing ability and instruction of many public-school students regardless of degree of hearing loss. 相似文献
30.
Susanne Jansen Marie-Christine P. J. Knippels Wouter R. van Joolingen 《International Journal of Science Education》2019,41(8):981-994
Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates an existing framework for its use in assessing students’ understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students’ current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students’ view on the use of concept-process models in biology may lead to higher scientific literacy. 相似文献