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101.
The purpose of this review was to synthesize the research on the relationship between performance on Piagetian tasks of concrete operations and performance on mathematics learning tasks in order to determine whether the Piagetian tasks make useful readiness measures. The research consistently indicates that, while there is a positive correlation between performance on Piagetian tasks and mathematics achievement, many school mathematics tasks can be mastered by children who have not yet developed the reasoning abilities measured by Piagetian tasks. This does not diminish the validity of Piaget's theory, but rather suggests that the kinds of reasoning processes identified by Piaget are not essential in solving many school mathematics tasks. 相似文献
102.
In an effort to explore the value and feasibility of teaching the principles behind developmentally appropriate practices to parents, 53 families with young children were studied. Parents were randomly assigned to participate or not participate in a three month-long, weekly, parent training program. Following completion of the program members of participating families were less likely to engage in conflict during a puzzle solving task than were members of nonparticipating families. Parents who participated were more likely to take a supportive leadership role and have age-appropriate expectations during a puzzle solving task than were nonparticipating parents. Children in participating families showed better social skills than children in nonparticipating families. Portions of the increase in social skills were related to reductions in family conflict and to the development of a task orientation that was more appropriately focused on process than outcome. Lower family conflict was also related to better gross motor skills in children. 相似文献
103.
Inger Andersen Naoko Ishii Thomas Brooks Cynthia Cummis Gustavo Fonseca Astrid Hillers Nicholas Macfarlane Nebojsa Nakicenovic Kevin Moss Johan Rockstr?m Andrew Steer Dominic Waughray Caroline Zimm 《国家科学评论(英文版)》2021,(7):12-15
The 2015 Paris Agreement to keep global warming well below 2℃above pre-industrial levels and aim towards limiting warming to 1.5℃marked a wa-tershed in planetar... 相似文献
104.
105.
Thomas Goetz Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Journal of Experimental Education》2013,81(1):84-101
Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions. 相似文献
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Heather K. Sheridan‐Thomas 《Educational Action Research》2013,21(1):101-118
In the current climate of accountability, action research is one way for teachers to evaluate instructional changes designed to improve assessment results. It may become increasingly common for administrators to mandate teacher involvement in action research, yet few studies have been conducted in such settings. This article focuses on one middle school where the principal mandated action research for all teachers. Projects were carried out within academic departments, and department chairs were given latitude in how to organize and implement projects. This study explores project implementation and teacher perceptions of the action research. Interviews were used as an appropriate tool to explore teacher perceptions, with document analysis providing triangulation. Results from interviews of administrators, department chairs, and department members suggest an overall positive attitude toward action research, as well as variation in how action research projects were carried out. Differences occurred across several dimensions of action research, including context, motivation/ purpose, definition of action research, and organization of projects. Variations appeared to be influenced by each department chair’s experience with action research and approach to departmental work, and each department’s history of working together on instructional improvement efforts. This study suggests that administrators who mandate teacher participation in action research projects need to think about both the positive (providing teacher ownership and interest within the mandated context) and problematic (possibly leading to variation in the instructional impact of projects) aspects of project variation. 相似文献
108.
Katherine Thomas Thomas 《Quest (Human Kinetics)》2013,65(1):150-170
The public health burden of obesity, overweight, and physical inactivity suggests schools be actively involved in prevention and treatment. Schools were challenged to take action by the Surgeon General in 2001. Few resources have been allocated to support the schools and in the presence of budget and high stakes testing pressure, resources are decreasing. Sources of support (research, professional organizations, government, coalitions/foundations) often criticize schools and teachers while providing erroneous information and no support. Teachers have responded to recommendations by including lifetime activities, health related fitness, and increasing MVPA. Approximately half the recommended minutes per week are provided in schools where there is any PE, many (5-33%) schools have no PE for their students. Three recommendations for scholars and leaders in the field include the following: Provide clear and consistent messages and interpretation of the scientific and theoretical information about physical activity; secure funded mandates for daily PE; be supportive not critical. 相似文献
109.
Graham Butt Ann Lance Antony Fielding Helen Gunter Steve Rayner Hywel Thomas 《School Leadership & Management》2013,33(5):455-471
Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the ‘Transforming the School Workforce Pathfinder Project’, an argument is presented here which suggests that internal management models may be more effective in improving teacher job satisfaction. By comparing the responses of teachers within primary and special schools with those from secondary schools, internal factors are identified which may be more relevant than externally imposed measures. 相似文献
110.
Study abroad programmes for teacher education students are increasingly being evaluated to determine their effectiveness in achieving intended outcomes. There is a danger, however, that such evaluations will ignore valuable but unintended and serendipitous outcomes of such programmes. This paper investigates an example of such an outcome, the development of a critical perspective towards media constructions of ‘otherness’. In 2002 a group of Australian teacher education students undertook an intensive in‐country Indonesian language programme. The course included mornings of formal immersion language classes and afternoons of cultural experiences with local students. Throughout and following the programme the students were interviewed and wrote about their changing perceptions of Indonesia and the implications of the experience for their professional development. Soon after their return Indonesian–Australian relations were challenged by the terrorist attack in the tourist heart of Bali. Two hundred and two people, including many Australian tourists, were killed in the bomb blast. In some cases the students were personally acquainted with Australian victims. As part of their reflection upon their in‐country experience the students were asked to comment upon whether, and in what ways, the Bali bombings might have affected their perceptions of Indonesia. The students were highly critical of the ethnocentric and stereotyped way in which the Australian media depicted Indonesians in their reporting of the bombing. These students were concerned with the effect that such media constructions might have upon Australian attitudes towards Indonesia and were prepared to challenge such media constructions in the classroom. 相似文献