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11.
Hiller A. Spires Shea N. Kerkhoff Abbey C. K. Graham Isaac Thompson John K. Lee 《Reading and writing》2018,31(6):1401-1434
The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy. 相似文献
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Carmel Thompson 《职业技术教育》2007,(27):25-26
要让人们赶上时代的步伐,就要对他们进行及时的、非常切实有用的培训,有可能就给他们很短的一点时间的培训,如果他们有时间的话,就可以马 相似文献
14.
B.M. Thompson K.P. Ribera G.J. Wingenbach T.A. Vestal 《Journal of Food Science Education》2007,6(2):24-29
ABSTRACT: The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers ( n = 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation. 相似文献
15.
This study examines the contributions of temperamentally and nontemperamentally based emotional reactions to the organization of social interactive behavior within the Strange Situation to better understand the emotional underpinnings of attachment system functioning. At 12 1/2 and 19 1/2 months, temperamental fear (assessed via maternal report) was related to independent per-episode dimensions of social interactive and distress behavior. Fear was moderately correlated with both distress and interactive dimensions at each age. Path-analytic models revealed that temperamental fear had direct effects on interactive behavior and also indirect effects mediated by preceding distress reactions. However, residualized measures of "context-specific" distress (with temperamental variance removed) were still highly consistent across Strange Situation episodes and also significantly predicted subsequent social interactive behavior; furthermore, stable distress reactions from 12 1/2 to 19 1/2 months significantly predicted concurrent stability in social interactive behavior. We discuss likely sources of "context-specific" emotional influences on Strange Situation behavior and also age-related differences in these findings. 相似文献
16.
Christiane Thompson 《Educational theory》2006,56(1):69-87
A bstract . In this essay Christiane Thompson discusses the systematic outcomes of Theodor Adorno's philosophical work for a reworked theory of Bildung (an important term in the German tradition of philosophy and history of education). In his essay "Theory of Halbbildung ," Adorno revealed the inevitable failure of Bildung , on the one hand, and the necessity of Bildung (in view of a critique of society), on the other. After having exposed this contradiction, Thompson seeks to analyze Bildung 's systematic role by turning to Adorno's reflections on art and metaphysics. Adorno's concept of aesthetic experience hints at the possibility of a more genuine approach to Bildung and culture, one that makes the borders of our experience visible and, as a result, suggests a different relation to ourselves and to the world. She concludes by examining the critical dimensions of this different Bildung as well as its pedagogical relevance. 相似文献
17.
Patrick W. Thompson 《Educational Studies in Mathematics》1993,25(3):165-208
Six fifth-grade children participated in a four-day teaching experiment on complex additively-structured problems, which was followed by in-depth interviews of individual children. The teaching experiment was meant to investigate children's difficulties in holding in mind at once situations in which one or more items played multiple roles. Two important difficulties were identified: (1) distinguishing between difference as the result of subtracting and difference as the amount by which one quantity exceeded another; and (2) indirect evaluation of an additive comparison. Sources of these difficulties, along with pedagogical and curricular recommendations for addressing them, are discussed.Research reported in this paper was supported by National Science Foundation Grants NO. MDR 89-50311 and 90-96275, and by a grant of equipment from Apple Computer, Inc., Office of External Research. Any conclusions or recommendations stated here are those of the author and do not necessarily reflect official positions of NSF or Apple Computer. 相似文献
18.
Ross A. Thompson 《Educational Psychology Review》1991,3(4):269-307
Current neofunctionalist views of emotion underscore the biologically adaptive and psychologically constructive contributions of emotion to organized behavior, but little is known of the development of the emotional regulatory processes by which this is fostered. Emotional regulation refers to the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. This review provides a developmental outline of emotional regulation and its relation to emotional development throughout the life-span. The biological foundations of emotional self-regulation and individual differences in regulatory tendencies are summarized. Extrinsic influences on the early regulation of a child's emotion and their long-term significance are then discussed, including a parent's direct intervention strategies, selective reinforcement and modeling processes, affective induction, and the caregiver's ecological control of opportunity for heightened emotion and its management. Intrinsic contributors to the growth of emotional self-regulatory capacities include the emergence of language and cognitive skills, the child's growing emotional and self-understanding (and cognized strategies of emotional self-control), and the emergence of a theory of personal emotion in adolescence. 相似文献
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Paul Thompson 《Cambridge Journal of Education》2006,36(2):207-220
Current approaches to oral assessment of English in English secondary schools tend to concentrate more on ‘confidence’ and ‘participation’ than on the quality of children's thinking. This undermines the rich possibilities in classroom talk for cognitive development. Behavioural assessment approaches deny the essentially cognitive character of spoken English. This paper compares two brief representative extracts from a larger data‐set of students engaged in small group debate on the subject of abortion. One group of students are hindered in their discussion by an inability to conceptualize abstractly. It is suggested that a formative assessment approach based on a model of cognitive progression such as Vygotsky's could enable all students to develop as speakers by encouraging their teachers to focus more explicitly on the development of the quality of thinking. A sociocognitive framework for conceptual progression could guide teachers in their interpretation of peer debate in order to develop the quality of students' understanding and argument. Building on the work of Newman, Griffin and Cole, and Torrance and Pryor, further research should be conducted into the ways in which formative teacher–student and student–student assessment dialogue might enhance students' ability to think through talk. 相似文献