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101.
On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning. 相似文献
102.
Campbell AM Ledbetter ML Hoopes LL Eckdahl TT Heyer LJ Rosenwald A Fowlks E Tonidandel S Bucholtz B Gottfried G 《CBE life sciences education》2007,6(2):109-118
The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students. 相似文献
103.
A pilot study examining holistic wellness factors and drinking behaviors among undergraduate students revealed several significant relationships. Two second‐order wellness factors of the Indivisible Self model of wellness—Coping Self and Essential Self—were negatively associated with both alcohol use intensity and drinking consequences. Implications for college counselors and for further research are considered. 相似文献
104.
Todd Milford Shelley P. Ross John O. Anderson 《International Journal of Science and Mathematics Education》2010,8(3):453-473
The Programme for International Student Assessment (PISA) has been developed by the Organisation for Economic Co-operation
and Development to provide participating nations with internationally comparative mean literacy scores in reading, mathematics,
and science for students nearing the end of compulsory schooling. The number of nations from the Americas that are participating
in PISA has been increasing over the past 4 administrations. This 2-part paper (a) outlines the reaction to PISA within the
media of both North and South America and (b) presents an Americas-specific example of the ways in which the PISA dataset
can be used for more exploratory analysis through the lens of policy and curriculum suggestions, rather than just league table
comparisons. We used multilevel modeling of scientific literacy predicted on a number of school-level background variables.
Results point to the importance of socioeconomic background of the student as well as the school in predicting scientific
literacy across all nations in the study; however, other school-level significant predictors were more nation-specific. Interpretations
of these models as well as next steps are discussed. 相似文献
105.
Czubek TA 《Journal of deaf studies and deaf education》2006,11(3):373-381
There are not many elements of human life that have had as significant an impact on our development as literacy. Literacy has certainly been, and remains, a crucial issue especially in Deaf Education and in the Deaf World. The traditional definition of literacy has been exclusively understood as reading and writing. However, this article is intended to provide a thoughtful and provocative commentary that supports adopting new directions and comprehensive definitions for understanding literacy, which includes both written and signed languages. By applying ideas from Deaf Studies and New Literacy Studies we will conduct a thorough exploration of the fundamental components of literacy and illuminate important political and practical applications related to Deaf Education. 相似文献
106.
107.
Kenneth W. Merrell Steven J. Gill Holly McFarland Todd McFarland 《Psychology in the schools》1996,33(3):185-191
As part of the validation research process for a new self-report social-emotional test for children, internalizing social-emotional symptoms (e.g., depression, anxiety, social withdrawal, somatic complaints, positive and negative affectivity) of a group of elementary-age gifted students (n = 65) were contrasted with those of a carefully matched (by gender and age) comparison group of non-gifted students (n = 65). Subjects completed the Internalizing Symptoms Scale for Children (ISSC) (Merrell & Walters, 1996), a self-report measure of internalizing symptoms, affect, and cognition. The gifted students reported significantly fewer internalizing symptoms than did the comparison group. An analysis of critical items separating the two groups indicated that the gifted students differed most substantially from their non-gifted peers on ISSC items that relate to self-efficacy and perceived self-importance. Although these types of self-perceptions are considered to be a peripheral rather than a central component of specific internalizing disorders, it is hypothesized that their positive presence in children may act as a “buffering” factor, possibly insulating children from insults to their social-emotional functioning that may lead to the development of internalizing forms of psychopathology. The results of this investigation are discussed in terms of their relationship to conflicting previous research in this area, to future research needs in the study of social-emotional symptoms and development of gifted children, and in terms of the construct validity evidence for the ISSC. © 1996 John Wiley & Sons, Inc. 相似文献
108.
109.
Todd McCardle 《Multicultural Perspectives》2017,19(2):98-102
The goal of this piece is to provide educators with the knowledge and practical application needed to build critical literacy within their students using a traditional text that might not be considered multicultural. This essay challenges the idea that “outdated” literary works have no place in today's multicultural classroom, as it connects critical literacy concepts to classic works and explores how such concepts are inherent in our society based on the ideas presented in the literature. Using Heart of Darkness, this work connects structural racism to Conrad's novella and explores how students can examine how structural racism is inherent in our society. 相似文献
110.
W. Todd Rogers 《Assessment in Education: Principles, Policy & Practice》1996,3(3):397-400
Developed in response to examples of unacceptable assessment practices, the Principles for Fair Student Assessment Practices for Education in Canada contains a set of principles and guidelines generally accepted by professional organisations as indicative of fair assessment practice within the Canadian educational context. Assessments depend on professional judgment: the ’Principles’ identify the issues to consider in exercising this professional judgment and in striving for the fair and equitable assessment of all students. 相似文献