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161.
Karin Bolldén 《Studies in Continuing Education》2016,38(1):1-15
This study aims to examine teachers' embodiments online. The analysis is based on online ethnographic data from two online courses in higher education settings using different information and communication technologies. The perspective of practice theory and the concepts of being a body, having a body and the instrumental body were used to analyse how teachers step into an embodied presence. The embodied presence depends on both teacher judgements and what the technology offers. The finding adds to the understanding of the concept of teacher presence online, in showing that teacher embodiment occurs online and furthermore that the body could be understood as multiple. The result also shows how online and offline bodies hang together, actualising the offline body in the online setting, which in turn raises questions on the dualism of online and offline. Teachers also deliberately used their embodiments and bodily traces online in order to sustain presence and to bring about certain teaching practices. Their bodily positioning signalled what kind of teaching that would take place. A deliberate positioning of the online body in a virtual world also helped to reduce the complexity of the arrangements for the students. 相似文献
162.
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading
speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained
sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups.
In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to
pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter
string. The gains induced by training were specific to the materials used in training and did not induce gains in general
reading speed.
相似文献
Sini HintikkaEmail: |
163.
Thomas R. Tretter Yuliya Ardasheva Judith A. Morrison Anna Karin Roo 《International Journal of Science Education》2019,41(8):1015-1037
This study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n?=?79) under two conditions: (1) Extended Science?+?Extended Literacy (planetarium-based visualisations?+?vocabulary?+?comic and trade books) and (2) Extended Science?+?Literacy (planetarium-based visualisations?+?vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d?=?0.43) after an 8-week science unit delivered under the Extended Science?+?Extended Literacy condition, which was maintained, but not increased, for the second 8-week unit under the Extended Science?+?Literacy condition. These results suggest that the combination of planetarium-based visualisations and comic and trade books can be effective for supporting newcomer ELs’ science attitudes. However, once achieved, this effect may be maintained with less intensive literacy (vocabulary only) support. Student judgments of the quality of the planetarium-based visualisation experiences in terms of clarity, easiness, excitement, and usefulness began high and went even higher with more experiences, Cohen’s d?>?0.50 for three out of four quality indicators. Interviews corroborated these results with teacher and students indicating that they highly valued the visually-rich nature of the program, the variety of learning opportunities within the program, and program continuity/close alignment between science and literacy supports—all components contributing to high levels of engagement and positive attitudes toward science. Ways to adopt program components across settings are discussed. 相似文献
164.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
165.
Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional
development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts,
and the creation and sustaining of communities of support for teacher professional learning. In this paper, we describe the
workings of such communities in a teacher professional development program, which focused on learner errors in a well-researched
mathematical topic—the equal sign. Drawing on data from program sessions where teachers discussed their lesson designs and
reflections on their teaching with each other, we develop the notions of challenge and solidarity as important in developing
accountability conversations among teachers. We show how our program supported teachers to challenge each other and to build
solidarity with each other and in so doing to develop accountability to each other and the profession, for their practices
and their learning. 相似文献
166.
Nicole von der Linden Wolfgang Schneider Claudia M. Roebers 《Metacognition and Learning》2011,6(1):3-23
Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children
in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and
gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details
correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and
gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct.
Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on
metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on
JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition
on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be
a complex process, which is even more difficult to influence in children than in adults. 相似文献
167.
Framed within a shift from a highly centralized system of higher education (HE) to a de-regulated system in Norway, this article addresses how the foci upon student recruitment and incentives in the governmental funding of HE have stimulated market dynamics which affect local configurations of bachelor degrees in sport, physical education and outdoor pursuits, which in turn, can affect the content knowledge of physical education teacher education (PETE) degree. Analyzing data generated via in-depth interviews with Deans and Heads of programs at three significant national providers in the field of HE sport and physical education, this article illuminates how marketization permeates the communication of education values and, thus, the institutional pedagogical discourse. This article problematizes the ways in which PETE pedagogical discourse currently reflects market values embedded in new managerialism in local strategies to recruit students at university colleges in Norway, rather than educational or professional values. 相似文献
168.
Kajsa Brimdyr Ann-Marie Widstr?m Karin Cadwell Kristin Svensson Cynthia Turner-Maffei 《The Journal of perinatal education》2012,21(3):149-157
The authors used realistic evaluation to examine the real-world effectiveness of two 5-day training techniques on sustained optimal skin-to-skin practices that support Step 4 of the revised Baby-Friendly Hospital Initiative (BFHI). The authors found that education alone was insufficient to effect sustainable practice change. Exposure to the 5-day immersion model (Practice, Reflection, Education and training, Combined with Ethnography for Sustainable Success, or PRECESS) alone or combined with education was an effective strategy to change and sustain the standard of care for skin-to-skin practice (p < 0.00001). The intended outcome of sustained practice change toward implementation of skin-to-skin care through immersion or a combined approach shows promise and should be repeated in other localities. 相似文献
169.
Mathias Brian Andrä Christian Schwager Anika Macedonia Manuela von Kriegstein Katharina 《Educational Psychology Review》2022,34(3):1739-1770
Educational Psychology Review - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures... 相似文献
170.
Clevenger Kimberly A. McKee Katherine L. Pfeiffer Karin A. 《Early Childhood Education Journal》2022,50(3):425-434
Early Childhood Education Journal - Preschool children spend most of their day in the indoor classroom, but it is unknown which learning centers or activity types are associated with physical... 相似文献