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211.
Sasha A. Barab Kurt D. Squire William Dueber 《Educational technology research and development : ETR & D》2000,48(2):37-62
The purpose of this study was to share our experiences using emerging technologies to create an authentic learning context where preservice teachers at a university and practicing K-12 teachers collaborate in the conduct of real-world (as opposed to textbook) tasks. In this paper, we demonstrate and evaluate the design of professional development that involved a partnership between two universities and eight surrounding K-12 schools. This partnership provides the foundation for supporting a learning community of preservice and practicing teachers that situates in collaborative practices that are both authentic and valuable to all involved. Specifically, we studied how issues of ownership, power, authenticity, and collaboration contribute to students' successes and the success of the program through four case studies. We also explored how asynchronous conferencing tools might be used to facilitate communication across geographic and chronological boundaries, breaking down traditional barriers to distributed communities of practice and making possible the creation of a co-evolutionary model for supporting the emergence of a context that was authentic to both preservice and in-service teachers. In contrast to claims that suggest authenticity for an individual can be prescribed to a learner by the instructor, we deny the legitimacy of preauthentication. Instead, an assumption underlying this research is that authenticity is an emergent process that is actualized through individuals' participation in tasks and practices of value to themselves and to a community of practice. The co-evolutionary model for supporting the emergence of authenticity described in this study provides a means of overcoming some of the challenges associated with simulation and participation models for establishing authentic learning experiences. 相似文献
212.
Kurt A. Heller 《High Ability Studies》1999,10(1):9-21
A decisive factor in the determination of effective Gifted Education is the fit between the individual cognitive and motivational pre‐conditions of the learning process and the instructional situation. This central thesis is based partly on the multidimensional talent and giftedness concepts and partly on the interaction between the individual learning needs and learning opportunities as found in the Aptitude‐Treatment‐Interaction Model (Corno & Snow, 1986). In a series of quasi‐experiments in a school setting, so‐called attributional retraining has proved to be an effective intervention method in reducing helplessness and similar unfavorable behavior patterns. This procedure works according to Weiner's causal attribution model (Weiner, 1986) and Dweck's model of achievement motivation (Dweck & Leggett, 1988). The possibilities of using this method in school settings are shown in this article and the method's contribution to the promotion of the gifted is discussed.
213.
Multiple-transfer students in a public urban university: Background characteristics and interinstitutional movements 总被引:1,自引:1,他引:1
Gretchen Warner Kearney Barbara K. Townsend Terrence J. Kearney 《Research in higher education》1995,36(3):323-344
Little research has been conducted on multiple-transfer students, those students who transfer more than once during their collegiate careers. In this study, background characteristics and previous interinstitutional movements of a sample of multiple transfers enrolled at a large, urban, public university were examined. These students moved along four different transfer paths before enrolling at the university, where they comprised one-fifth of new undergraduate enrollments. Their paths differed significantly on a number of demographic, institutional, and interaction variables. Overall, these students were academic achievers with high socioeconomic status backgrounds, who focused on academic quality and programs in choosing four-year colleges. Their tendency to transfer among large, inexpensive, public institutions has negative implications for the private sector of higher education. 相似文献
214.
Gabrielle Rappolt-Schlichtmann Harriet R. Tenenbaum Margy F. Koepke Kurt W. Fischer 《Mind, Brain, and Education》2007,1(2):98-108
ABSTRACT— Contextual support for performance and understanding plays an important role in learning and teaching. This study investigated the temporal course of the effects of support—how it affects complexity and correctness of judgments about density in kindergarten ( n = 35) and second-grade ( n = 29) children. In the experimental group, a teacher provided support through modeling more complex reasoning about why objects sink or float. Children's complexity judgments increased sharply with support compared to no support, although their predictions about whether objects would sink or float were mostly correct from the start. Following the support event, children showed a sudden jump in complexity of explanations, which was transient for most children, who showed either rapid decrease or some oscillation and then decrease. A few sustained the high-level explanation after the jump, showing robust knowledge. That is, patterns of performance across trials were primarily nonlinear, following mostly cubic or quadratic change. In addition, second-graders had a more complex understanding of density than did kindergarteners. Findings indicate that children's concepts are dynamic rather than static, as evidenced by the strong but transient effects of support for most students. To move from transient to robust knowledge requires the building of knowledge and skill over time. 相似文献
215.
一天一个苹果可以不看医生,一天一根香蕉可以避免中风.新的研究表明,食谱中得不到足够钾的人更可能患中风. 相似文献
216.
During their socialisation process, many girls gifted in physics acquire a reality construction inconsistent with their objectively measurable competencies. In comparison to boys they rate their action and problem solving competencies unrealistically low, which results, for example, in extremely low participation rates in scientific and technical studies and professions. For this reason differences in motivation and self‐related cognitions become the focus of interest in explaining achievement differences. The present study was carried out prior to initial physics instruction. Students in the 7th grade of the German Gymnasium (243 girls and 282 boys) were divided according to their KFT 4‐13+ results into “average”, “gifted” or “highly gifted groups”. Prior to commencement of physics instruction, boys in general, as well as gifted male and female students, already possessed more knowledge of physics and more favourable motivation for the subject than girls or male and female students of average ability. In addition, domain specific measures and self‐related cognitions were evaluated in accordance with Dweck's model of achievement motivation. 相似文献
217.
Mary M. Brabeck Carol Anne Dwyer Kurt F. Geisinger Ronald W. Marx George H. Noell Robert C. Pianta 《理论付诸实践》2016,55(2):160-167
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of program effectiveness that have potential for both informing the public and providing useful data for programs to continuously improve: (a) outcome data from PreK–12 student academic growth as assessed by standardized tests; (b) teacher performance as evaluated by valid and reliable observational instruments; and (c) judgments of graduates, their PreK–12 students, and those who hire teachers as gauged by surveys. Although no technique of data collection and analysis is perfect, this report provides directions for teacher educators who seek to continuously improve their programs. 相似文献
218.
219.
This 10-year review of articles on practicum supervision examines articles in terms of findings and research design employed. Research is classified according to (a) role of the supervisor, (b) process of supervision, and (c) rating systems in practicum. While the studies reviewed were indicative of prevalent characteristics of counselor candidates and procedures for rating their counseling performance, still unclear are: expected supervisory roles, the effects of various roles on trainee performance, and the differential effectiveness of contemporary methods of supervision in assisting counselors to work more effectively with their clients. More highly refined experimental studies of counselor supervision are urged. 相似文献
220.
Vesile Altinyazar Fevziye Burcu Sirin Recep Sutcu Ibrahim Eren Imran Kurt Omurlu 《Indian journal of clinical biochemistry : IJCB》2016,31(4):473-479
Long-term exposure to organophosphate pesticides (OPs) without acute poisoning can lead to various OPs. Environmental exposure to organophosphate pesticides may be associated with depression and suicide attempts in a population living in a rural agricultural area. Patients (n = 149) suffering from major depressive disorder (with and without attempted suicide) and a control group of healthy individuals (n = 64) who had been living in the same rural district for at least 1 year were selected. Red blood cell acetylcholine esterase (RBC-AChE) activity was examined as the basis of evaluating the degree of chronic environmental exposure to OPs residues. There were negative association between RBC-AChE activity levels and suicide attempts, the number of past suicide attempts and hopelessness levels in the depressive patients. The results of the study may support the idea that environmental exposure to OPs may be associated with mental health in individuals living in agricultural districts who are not farmers or working in occupations with access to OPs. 相似文献