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141.
Pieter C. Duker Robert Didden Hubert Korzilius Mark Van Acht Paul Van Acht 《International Journal of Disability, Development & Education》1996,43(3):197-202
Knowledge of the literature among professionals in the area of problem behaviours and developmental disabilities is most likely soon out of date as several hundred useful studies appear each year. A literature database may be a useful tool for clinicians and researchers to conveniently retrieve needed information, preventing them from collecting, reading, processing, and storing all the available material. This report describes a database (i.e., Database Problem Behavior) encompassing information that goes far beyond presenting abstracts only. The third version of the database encompasses 885 empirical studies on the (functional) analysis, and behavioural and pharmacological treatment of problem behaviours (e.g., self‐injurious behaviour, aggressive behaviour, depression) for persons with developmental disabilities. 相似文献
142.
Angelo Van Gorp 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):285-299
AbstractThis article makes an “exercise in the archaeology of education” and focuses on the City of Birmingham (UK) in the year 1935 where the Education Committee allowed an experiment on the use of classroom film in senior elementary schools. Arrangements were made to provide projectors, films, operators, and screens for a series of exhibits at 80 schools. The aim of the experiment was to test the value of cinema for class teaching purposes. This article argues that this experiment with sound film could equally be considered an experiment in cultural learning. The first section describes the experiment and the local context in which it took place. The second section broadens the perspective by providing context beyond the local level that puts the experiment in time and place. The third and final section picks up on some of the findings of the first two sections and considers contemporary sources, mainly articles published in the British Film Institute’s film magazine Sight and Sound, as well as recent scholarship on both educational and documentary film in order to discuss the notions of “background” and “excursive” film and to show that the experiment was a genuine adventure in cultural learning. 相似文献
143.
Marcel W. Vooijs Tom H.A. Van Der Voort Jacqueline Hoogeweij 《Learning, Media and Technology》1995,21(1):23-35
Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to teach children aged 10‐12 that television news broadcasts give a selective and thus subjective and incomplete impression of the news. Results indicated that the schools television series led to an increase in children's knowledge of the selection processes involved in the production of news programmes, and an increase in children's proficiency in recognizing the moments of selection in news items. However, the television series did not result in a decrease in the level of credibility children attribute to television news broadcasts. The reason for the latter finding probably is that the series showed that the makers of news programmes are conscious of the selection processes involved in making news programmes and do their utmost to make the choices in the most responsible way possible. As a result, the series may have unintentionally created the impression that the problem of selectivity can be satisfactorily solved. 相似文献
144.
145.
A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers. 相似文献
146.
AbstractIt is a well-documented finding that students tend to neglect their real-world knowledge when solving word problems, even when realistic assumptions are needed. Although studies have successfully shown the extent to which students tend to provide unrealistic responses, the question of where this tendency comes from has yet to be answered. We focused on two major steps needed to solve realistic word problems: noticing missing information and making realistic assumptions. We conducted two studies with fifth graders (Study 1, N?=?108; Study 2, N?=?60) in which we compared students’ (un-)realistic responses to problems that differed in how obvious the missing information was. Study 1 fostered only students’ ability to make assumptions. Study 2 fostered this ability plus the ability to notice missing information. The results indicate that, if the missing information is not obvious, students’ failure to notice it seems to be what prevents them from arriving at a realistic solution. 相似文献
147.
Research has shown that the continuation of education by chronically ill adolescents is an important way to avoid social isolation, psychosocial problems and the accumulation of learning difficulties. In this light, virtual learning environments (VLEs), which connect sick adolescents to their schools, play an important role in ensuring that the sick adolescents continue their education, and in contributing to their mental well-being. This study investigated the extent to which a VLE supports the continuation of education and school interactions among sick adolescents and how it is related to their mental well-being. The results show that the VLE had a positive impact on supporting the continuation of education and school interactions among chronically sick adolescents and was considered very helpful to their mental well-being. 相似文献
148.
Liesje De Backer Hilde Van Keer Beatrijs Moerkerke Martin Valcke 《Metacognition and Learning》2016,11(2):187-213
We aimed to investigate how metacognitive regulation is characterised during collaborative learning in a higher education reciprocal peer tutoring (RPT) setting. Sixty-four Educational Sciences students participated in a semester-long RPT-intervention and tutored one another in small groups of six. All sessions of five randomly selected RPT-groups were videotaped (70 h of video recordings). Analyses were focussed on identifying time-bound evolutions with regard to (a) the frequency of occurrence of metacognitive regulation, (b) the low-/deep-level approach to regulation, and (c) the initiative (by tutors/tutees) for metacognitive regulation. Logistic regression models allowing change points were adopted to study evolutions over time. The results indicated that RPT-groups increasingly adopt metacognitive regulation (i.e. orientation and evaluation) as the RPT-intervention progressed. Regarding RPT-groups’ regulative approach, the results revealed a significant evolution towards deep-level metacognitive regulation (i.e. orientation and monitoring), despite a dominant adoption of low-level regulation strategies. With regard to the initiative, the results demonstrated that tutees started to initiate RPT-groups’ monitoring significantly more frequently as they became familiar with the RPT-setting. Orientation, planning, and evaluation remained tutor-centred responsibilities. 相似文献
149.
Lisette Van Rens Albert Pilot Hans Van Dijk 《International Journal of Science and Mathematics Education》2004,2(4):493-509
Our pre-university chemistry students face problems achieving sufficient quality in chemical inquiry. To try to enhance the quality of student performance in chemical inquiry, Dutch pre-university chemistry students (age 17) carried out an authentic research project on Diffusion of ions in distilled water. The learning materials for this student inquiry project, the teaching scenario and the website were designed in cooperation with five chemistry teachers. Three teachers from this network and two other teachers also implemented the project with 80 students to find out whether the emphasis on relevant concepts of evidence (CoE) improves the quality of student inquiry outcomes. This part – with its emphasis on the CoE – in the student inquiry task is based on four key features: the students feel motivated to explore, focus their attention on, give meaning to and reflect upon CoE. In teams students conducted a guide experiment, analysed a scientific article, did an inquiry and wrote a report, discussed CoE with peers on the Internet and rewrote their reports. All lessons were observed, field notes were made and analysed on whether the intended student activities had been realised. The Internet discussion was recorded in a database and analysed. The first and final reports of all teams were coded and analysed. Also the students appreciation of the activities was assessed. The teaching and learning activities were realized to a very large extent as planned in the design. The emphasis on CoE resulted in 65% of the students achieving a sufficient level of quality in their final reports. 相似文献
150.
School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children’s adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (Model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (Model 2). Practical implications, strengths and limitations were discussed. 相似文献