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991.
Michael G. Levykh 《Educational theory》2008,58(1):83-101
A bstract . Many recent articles, research papers, and conference presentations about Lev Vygotsky's zone of proximal development (ZPD) emphasize the "extended" version of the ZPD that reflects human emotions and desires. In this essay, Michael G. Levykh expands on the extant literature on the ZPD through developing several new ideas. First, he maintains that there is no need to expand ZPD to include emotions, as its more "conservative" dimensions (cognitive, social, cultural, and historical) already encompass affective features. Second, Levykh emphasizes that an emotionally positive collaboration between teachers and students in a caring and nurturing environment must be created from the outset. Finally, he asserts that culturally developed emotions must mediate successful establishment and maintenance of the ZPD in order to be effective. According to Levykh, Vygotsky's notion that learning can lead development represents a crucial contribution to our understanding of teaching and learning by clearly showing that emotions are vital to human learning and development. 相似文献
992.
Okhee Lee Jaime Maerten‐Rivera Randall D. Penfield Kathryn LeRoy Walter G. Secada 《科学教学研究杂志》2008,45(1):31-52
This study is part of a 5‐year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high‐stakes testing and accountability. Specifically, the study examined science achievement at the end of the first‐year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third‐grade students at seven treatment schools and 966 third‐grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high‐stakes testing. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31–52, 2008 相似文献
993.
Brian Byrne William L. Coventry Richard K. Olson Jacqueline Hulslander Sally Wadsworth John C. DeFries Robin Corley Erik G. Willcutt Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21
As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification. 相似文献
994.
Although the relationship between relational victimization and psychosocial adjustment in adolescence has been established, it is unknown whether it extends into early adulthood. The current retrospective study investigated the relationship between recall of adolescent relational victimization and symptoms of depression, social anxiety, and loneliness in 205 undergraduate students. The effects of gender and perceived social support on these relationships were assessed, as were the psychometric qualities of the Relational Victimization Questionnaire (RVQ). Recalled adolescent relational victimization was related to increased symptoms of depression and social anxiety; neither gender nor perceived social support affected the strength of these relationships. Results indicated that the RVQ has adequate internal consistency and a single factor structure. Implications for psychologists working with adolescents are highlighted. © 2008 Wiley Periodicals, Inc. 相似文献
995.
Joseph G. Eisenhauer 《Teaching Statistics》2008,30(3):75-78
This article reviews several attempts to define degrees of freedom, and offers some simple explanations of how they are derived and why they are used in various contexts. 相似文献
996.
Robert G. L. Pryor Jim E. H. Bright 《International Journal for Educational and Vocational Guidance》2008,8(2):71-82
This paper seeks to extend previous work on narrative career counselling by considering the role of plot within clients’ narratives. Seven archetypal narratives derived from the work of Booker (2004) are introduced that represent systems of meaning to provide insight into how individuals interpret their experience. These plots can be understood within the Chaos Theory of Careers (CTC) in terms of the attractors contained within the client narratives. Identifying the plots provides new insights into the nature of career development difficulties and how client stories may be reformulated. 相似文献
997.
Ronald G. Sultana A. G. Watts 《International Journal for Educational and Vocational Guidance》2008,8(1):19-34
The results are presented of a policy-focused review of career guidance services in 10 Middle East and North African countries.
A range of economic, political, socio-cultural and educational factors which seem likely to have constrained the development
of such services, and to have influenced the forms they have taken, are discussed. A number of drivers for change are outlined,
the nature of the main current services is described, and a number of common issues are explored. Six broad themes are identified
for the future development of career guidance services within the region. 相似文献
998.
G. De Werk 《European Journal of Engineering Education》2008,33(2):221-229
This paper evaluates the sustainable development graduation track at TU Delft. This track can be followed by all students of TU Delft. It consists of an interdisciplinary colloquium ‘Technology in Sustainable Development’, 300 h of self-chosen courses on sustainable development and a graduation project in which sustainable development is integrated. This paper deals with the numbers of students that follow the track, with the results of a questionnaire among the students, and with the jobs students have found after graduation. Our main conclusions are that about 50 students start the sustainable development track each year, which is more than initially intended; that two thirds of the sustainable development graduates completely integrate sustainable development into their graduation project; that the students feel that the sustainable development certificate adds value to their graduation and that many of them find jobs within the sustainable development field. 相似文献
999.
Fred D’Agostino Neil Taylor John G. Hedberg Jennie Lynch John M. Malouff 《高等教育研究与发展》2008,27(3):297-304
1000.
Nóra Szabó Maja Deković Chantal van Aken Marjolein Verhoeven Marcel A.G. van Aken Marianne Junger 《Early childhood research quarterly》2008
Negative behavior toward the mother during toddlerhood might be a marker of increased risk for maladjustment. The aim of the present study was to examine the possible antecedents of toddler boys’ negative behavior observed in interaction with the mother: child temperament, and maternal behavior toward the child. We studied the moderating and mediating role of two dimensions of maternal behavior, sensitivity and intrusiveness, in the relationship between children's temperamental traits (frustration, soothability and activity level), on the one hand, and child negative behavior, on the other hand. The sample consisted of 112 mother–son dyads observed when the child was 17 months old. A temperament questionnaire was completed by the mothers. Child negative interactive behavior, maternal sensitivity and intrusiveness were observed at home during a 13-min play session. Maternal sensitivity was negatively related to child negative interactive behavior regardless of child temperament. Maternal intrusiveness, however, moderated the relation between activity level and negative behavior, i.e., children with high activity level showed higher levels of negative behavior especially when the mother was highly intrusive. Furthermore, maternal intrusiveness acted as a mediator in the relation between soothability and negative behavior, i.e., low soothability was linked to higher maternal intrusiveness, which in turn was associated with higher negative behavior. 相似文献