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131.
Kevin van der Meulen Daniel Brugman Olga Hoyos Cristina del Barrio 《Infancia y Aprendizaje》2019,42(2):337-373
Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate. 相似文献
132.
We studied transposition in pigeons by training them to select the smaller (or the larger) of a pair of circles. In training, different groups of pigeons were given one pair, two pairs, or three pairs of circles along the size dimension. Testing included two stimulus pairs for which, according to theoretical postdiscrimination generalization gradients, transposition should decrease from one-pair to two-pair to three-pair training. On the basis of the results of our earlier study (Lazareva, Wasserman, & Young, 2005) and contrary to these predictions, we expected that transposition should increase from one-pair to two-pair to three-pair training. We found that multiple-pair discrimination training enhanced transposition, which, on average, rose from 47% (one-pair training) to 52% (two-pair training) to 64% (three-pair training). In addition, we found that the overall similarity of the testing pair to the training pair(s) modulated the strength of relational responding. These results demonstrate that encountering multiple instances of a rule leads to stronger relational learning, even when reinforcement history predicts the opposite trend. These results also provide strong evidence against stimulus generalization as the sole determinant of relational responding in transposition. 相似文献
133.
Daniel Sommerhoff Andrea Szameitat Freydis Vogel Olga Chernikova Kristina Loderer Frank Fischer 《学习科学杂志》2018,27(2):319-351
The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field. 相似文献
134.
Olga Bialostocka 《Globalisation, Societies & Education》2017,15(2):271-281
The paper explores approaches to cultural diversity and its relation to the concept of social cohesion in the context of a multicultural school community. It uses insights from an empirical research on multicultural education conducted in Namibia as context for a discussion on tools in educational practice that would support diversity while working towards a greater integration of a pluralistic society. Looking into the African concept of Ubuntu and the corresponding teachings of the philosophers of dialogue, this theoretical paper suggests dialogic learning as an approach to multiculturalism that can enhance tolerance among peoples and produce a society united through understanding. 相似文献
135.
The studies regarding how the comprehension of geometric shapes evolves in childhood are largely based on the assessment of children's responses during the course of tasks linked to the recognition, classification or explanation of prototypes and models. Little attention has been granted to the issue as to what extent the geometric shape turns out to be an expressive tool that young children spontaneously use in their pictorial productions and also, whether or not methodological research approaches aimed at the examination of unprompted usage of geometric shapes in childhood may be useful regarding the study of the development of geometric thinking. This evidence provided by this study is coherent with the assumption that before starting primary education, internal representation of closed curves, quadrilaterals and triangles should have been developed by a significant number of children and, more interestingly, that young children’s graphical expressivity appears liaised to their skill to depict two-dimensional geometric shapes. 相似文献
136.
Michele R. Cranwell Jane M. Kolodinsky Catherine W. Donnelly Donald L. Downing Olga I. Padilla-Zakour 《Journal of Food Science Education》2005,4(4):56-65
ABSTRACT: The Northeast Center for Food Entrepreneurship (NECFE) is a collaborative effort between Cornell Univ. and the Univ. of Vermont. NECFE uses a multi-institutional and regional collaboration approach, with specific expertise and necessary facilities and resources, to provide technical assistance and education for businesses in the food industry. The overall goals of NECFE are to support and sustain rural businesses and promote sustainable economic development of rural communities. Through process evaluation techniques, the evaluators of NECFE identified 5 essential components of a model food entrepreneurship assistance and education center, based on NECFE's experience: (1) multi-institutional and regional collaboration, (2) expertise, (3) facilities and resources, (4) services, and (5) evaluation of the center. These components build on each other and enable NECFE to provide clients with access to current food processing technology, technical information, and education that are directly applicable to a real business. Through replication of this model, other organizations and academic institutions may establish a regional food entrepreneurship assistance and education center. 相似文献
137.
Taverna Andrea S. Padilla Migdalia I. Baiocchi María C. Peralta Olga A. 《European Journal of Psychology of Education - EJPE》2021,36(2):423-438
European Journal of Psychology of Education - Although there is wide evidence on young children’s category learning, questions concerning how cognitive mechanisms and social mediation work... 相似文献
138.
139.
Anna Bjerkefors Olga Tarassova Johanna S. Rosén Pascal Zakaria Anton Arndt 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):414-427
The purpose was to examine power output and three-dimensional (3D) kinematic variables in the upper limbs, lower limbs and trunk in elite flat-water kayakers during kayak ergometer paddling. An additional purpose was to analyse possible changes in kinematics with increased intensity and differences between body sides. Six male and four female international level flat-water kayakers participated. Kinematic and kinetic data were collected during three tasks; low (IntL), high (IntH) and maximal (IntM) intensities. No differences were observed in any joint angles between body sides, except for shoulder abduction. Significantly greater range of motion (RoM) values were observed for IntH compared to IntL and for IntM compared to IntL in trunk and pelvis rotation, and in hip, knee and ankle flexion. The mean maximal power output was 610 ± 65 and 359 ± 33 W for the male and female athletes, respectively. The stroke frequencies were significantly different between all intensities (IntL 59.3 ± 6.3; IntH 108.0 ± 6.8; IntM 141.7 ± 18.4 strokes/min). The results showed that after a certain intensity level, the power output must be increased by other factors than increasing the joint angular RoM. This information may assist coaches and athletes to understand the relationship between the movement of the kayaker and the paddling power output. 相似文献
140.
Chiara Bove Bente Jensen Olga Wysłowska Rosa Lisa Iannone Susanna Mantovani Małgorzata Karwowska-Struczyk 《European Journal of Education》2018,53(1):34-45
This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes. 相似文献