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301.
Vietze Jana Schwarzenthal Miriam Moffitt Ursula Civitillo Sauro 《European Journal of Psychology of Education - EJPE》2023,38(1):389-408
European Journal of Psychology of Education - Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking... 相似文献
302.
Edwin B. Van Lacum Miriam A. Ossevoort Martin J. Goedhart 《CBE life sciences education》2014,13(2):253-264
The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. 相似文献
303.
Geraldine Blomberg Miriam Gamoran Sherin Alexander Renkl Inga Glogger Tina Seidel 《Instructional Science》2014,42(3):443-463
There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, one representing a cognitive instructional strategy integrating video, the other representing a situative strategy. Using data from learning journals we analyzed the effects of the two strategies on pre-service teachers’ (N = 28) ability to reflect on classroom video. We found that the two strategies have distinct impacts on the kinds of reflection patterns that are fostered. Our findings suggest that the learning goal and purpose at hand should determine which instructional strategy should be employed when embedding classroom video into teacher education courses. 相似文献
304.
Anne Murphy Miriam Steele Shanta Rishi Dube Jordan Bate Karen Bonuck Paul Meissner Hannah Goldman Howard Steele 《Child abuse & neglect》2014
Although Adverse Childhood Experiences (ACEs) are linked to increased health problems and risk behaviors in adulthood, there are no studies on the association between ACEs and adults’ states of mind regarding their early childhood attachments, loss, and trauma experiences. To validate the ACEs questions, we analyzed the association between ACEs and emotional support indicators and Adult Attachment Interview (AAI) classifications in terms of unresolved mourning regarding past loss or trauma and discordant states of mind in cannot classify (U/CC) interviews. Seventy-five urban women (41 clinical and 34 community) completed a questionnaire on ACEs, which included 10 categories of abuse, neglect, and household dysfunction, in addition to emotional support. Internal psychological processes or states of mind concerning attachment were assessed using the AAI. ACE responses were internally consistent (Cronbach's α = .88). In the clinical sample, 84% reported ≥ 4 ACEs compared to 27% among the community sample. AAIs judged U/CC occurred in 76% of the clinical sample compared to 9% in the community sample. When ACEs were ≥ 4, 65% of AAIs were classified U/CC. Absence of emotional support in the ACEs questionnaire was associated with 72% of AAIs being classified U/CC. As the number of ACEs and the lack of emotional support increases so too does the probability of AAIs being classified as U/CC. Findings provide rationale for including ACEs questions in pediatric screening protocols to identify and offer treatment reducing the intergenerational transmission of risk associated with problematic parenting. 相似文献
305.
An inherent component of tool-use actions is the transformation of the user's operating movement into the desired effect. In this study, the relevance of this transformation for young children's learning of tool-use actions was investigated. Sixty-four children at the age of 27–30 months learned to use levers which either simply extended (compatible transformation) or reversed (incompatible transformation) their operating movements. Data revealed a compatibility effect as well as transfer effects originating from the two different types of transformations. Furthermore, results suggest that young children's tool-use learning is not a uniform process, but has to be regarded individually depending on the type of transformation. 相似文献
306.
Educational Psychology Review - This systematic review and meta-analysis explores the impact of motivational reading interventions on the reading achievement and reading motivation of school-age... 相似文献
307.
This inquiry research builds on the theory of presence in teaching (Rodgers and Raider-Roth 2006) adding nuanced understandings of how school contexts play into teachers’ abilities to support students’ learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers’ written work, and field observations. Illustrating these findings is the compelling story of an exemplary teacher’s negotiations of her practice in response to the school’s relational environment. Our findings point to the teacher’s sense of isolation and vulnerability–indicators of the relational context in the school as a threat to undermining her presence. They also create a compelling argument for the importance of a healthy relational context to support teachers’ most powerful teaching, hence students’ learning. 相似文献
308.
Disclosure and secrecy in adolescent-parent relationships 总被引:3,自引:0,他引:3
Beliefs about parents' legitimate authority and adolescents' obligations to disclose to parents and actual disclosure and secrecy in different domains were examined in 276 ethnically diverse, lower middle-class 9th and 12th graders (Ms=14.62 and 17.40 years) and their parents (n=249). Adolescents were seen as more obligated to disclose prudential issues and less obligated to disclose personal than moral, conventional, and multifaceted issues; parents viewed adolescents as more obligated to disclose to parents than adolescents perceived themselves to be. Adolescents disclosed more to mothers than to fathers, particularly regarding personal issues, but mothers overestimated girls' disclosure. Greater trust, perceived obligations to disclose, and, for personal issues, more parental acceptance and psychological control predicted more disclosure and less secrecy. 相似文献