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851.
This study examined how task context and task difficulty may affect the nature of mother-child instructional interactions. It also assessed the role of maternal views about these two factors. Mothers interacted with their 3-year-olds on a matching task tapping spatial relation concepts. Sixty-four dyads received either an easy or difficult version of the matching task presented either as a school-readiness task or as a board game. Mothers' awareness of the task concepts, their notions about task difficulty, and their ideas about their child's task-related abilities had as strong an effect on their teaching, and thus on their child's successful task completion, as did the actual task difficulty or task context. Thus, how and what mothers teach may well be influenced in significant ways by their judgments of task difficulty and child competence as well as the actual task requirements. These results have implications for how educators structure programs designed for adult-child dyads. Mothers will teach in accordance with their views of a task; however, they may be mistaken in their views. Thus, educators need to explicate task requirements so that mothers' notions are congruent with their own. 相似文献
852.
Dickinson Valarie L. Burns Judy Hagen Elaine R. Locker Kathryn M. 《Journal of Science Teacher Education》1997,8(4):295-311
Journal of Science Teacher Education - 相似文献
853.
David Shriberg Blair A. Baker 《Journal of educational and psychological consultation》2019,29(1):89-97
ABSTRACTThis article is a commentary on a theme issue of Journal of Educational and Psychological Consultation entitled “Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth.” Writing from the perspective of researchers who have focused on social justice, the authors both provide a critique of the theme issue articles and describe potential areas of overlap between social justice research broadly and research specifically focused on supporting LBGTQ youth. Suggested next steps for research are offered. 相似文献
854.
A cross section was used to enhance three‐dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n = 124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test–retest reliability. A live‐dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 10–34, 2002 相似文献
855.
A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school. 相似文献
856.
Eric Rosenbaum Eric Klopfer Judy Perry 《Journal of Science Education and Technology》2007,16(1):31-45
The learning of science can be made more like the practice of science through authentic simulated experiences. We have created
a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the
underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is played across a university
campus where players take on the roles of doctors, medical technicians, and public health experts to contain a disease outbreak.
Players can interact with virtual characters and employ virtual diagnostic tests and medicines. They are challenged to identify
the source and prevent the spread of an infectious disease that can spread among real and/or virtual characters according
to an underlying model. In this paper, we report on data from three high school classes who played the game. We investigate
students’ perception of the authenticity of the game in terms of their personal embodiment in the game, their experience playing
different roles, and their understanding of the dynamic model underlying the game. 相似文献
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The Family Technology Resource Centers (FTRC) Program consists of 14 community technology centers operated by the DeKalb County School System (DCSS) in Atlanta, GA. The model program is an outreach and technology diffusion initiative developed and maintained by the DCSS to encourage the use and awareness of information and communication technologies (ICTs) by underserved populations. A narrative assessment was generated using a qualitative approach based on researchers' direct observations of day-to-day operations, interviews conducted with key stakeholders, and review and analysis of official internal and external documents detailing program elements. The FTRC's successful efforts are tied to a combination of an environment "suitable" for change, the participation and "buy-in" of key stakeholders with a shared set of objectives, and the ability of key change agents both internally and externally to draw upon resources to "leverage" a digital divide policy initiative. 相似文献