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81.
This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns. 相似文献
82.
What's in a name? Students with dyslexia: their use of metaphor in making sense of their disability 总被引:1,自引:0,他引:1
Research and practice involving children and adults with dyslexia has tended to focus on identifying difficulties in developing literacy skills and associated cognitive variables. Comparatively few investigations have focused on affective factors or on finding ways of enabling those with dyslexia to express their own attitudes, thoughts and feelings about these difficulties. As part of an intensive investigation into the self-concepts of pupils attending a residential special school for boys with dyslexia, Robert Burden, Professor of Applied Educational Psychology at the University of Exeter, together with his research assistant, Julia Burdett, carried out semi-structured interviews with 50 boys. One element of the interview was a request to each interviewee to construct a mind picture or image of what dyslexia represented to him. The results revealed a number of powerful images illustrating both surmountable and insurmountable barriers to learning, together with feelings of confusion and inadequacy. The conclusion is drawn that metaphors provide a potentially helpful means of exploring the deep-rooted thoughts and feelings of children and young people diagnosed with dyslexia. The authors conclude by discussing some possible implications of this form of investigation for future research and intervention with those experiencing dyslexia and a wide range of other disabilities. 相似文献
83.
In-service teacher development programs are perceived as a common way to foster school improvement. Nevertheless, program evaluation to date ends with the assessment of acquired knowledge, skills, and motivation, frequently disregarding the actual learning transfer and its conditions. This study aimed to investigate how individual and situational factors interact and contribute to learning transfer in an in-service teacher development program. We tested a transfer model derived from human resources development research. One hundred and twenty-nine teachers aged 25–62 years (87% female), participating in an in-service development program, were surveyed three times during the program. Results of path analyses suggest that not only especially individual factors are critical for learning transfer in the context of school improvement, but also that program and environmental factors have important effects. They moderated the effects of the individual factors. 相似文献
84.
The main purposes of this article are to identify the dimensions of organisational knowledge creation strategies (EICE model: exploration, institutional entrepreneurship, combination, exploitation) and to clarify the relationship between the organisational knowledge creation strategies and its knowledge asset. For these purposes, guided by knowledge-based view and knowledge creation theory, we propose an EICE model and explore its effect on the knowledge asset. We further suggest the managerial implications and theoretical implications. The main managerial implication is that the knowledge creation strategies model may help manager to make effective strategies for knowledge creation within the organisation. The main contributions to organisation theory are extending Nonaka's knowledge creation theory to form a new strategic model for knowledge creation. 相似文献
85.
86.
The purpose of this investigation was to evaluate the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and to compare it with the teacher version. PIPPS were collected on 297 urban Head Start children. The Parent PIPPS replicated the three-factor solution found with the teacher version, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. Factor matching and canonical correlational analyses examining the relationship between the parent and teacher versions of the PIPPS revealed significant one-to-one matches between hypothesized like factors. Additionally, analyses of overlapping variance between versions indicated a significant degree of overlap. Implications of the findings for involvement of parents in the assessment process and research on the continuity and discontinuity between home and school environments for low-income, urban children were discussed. 相似文献
87.
88.
Sarant JZ Holt CM Dowell RC Rickards FW Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217
This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children. 相似文献
89.
Julia D. Plummer Valerie M. Zahm Rebecca Rice 《Journal of Science Teacher Education》2010,21(4):471-493
This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of
celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews
and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of
their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding
revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students
may need more guidance to reach a full scientific understanding across all aspects of celestial motion. 相似文献
90.