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921.
Rebecca Fincher-Kiefer 《Journal of Research in Reading》1992,15(1):12-27
The present research tested how domain-related knowledge influences inference generation during text comprehension. Two types of inference were examined, those that maintained referential coherence, referred to as local inferences, and those that were anticipatory in nature, referred to as global inferences. Three groups of subjects, each with differing degrees of domain knowledge, read a domain-related text that included both types of inference. It was found that all knowledge groups processed sentences involved in local inferences similarly, presumably because establishing text coherence is essential to comprehension. However, knowledge differences emerged in the processing of the sentences involved in global inferences. The results of two experiments suggested that individuals with prior knowledge used their knowledge actively to generate global inferences during reading. It was argued that this anticipatory inferential process guides the construction of a mental model of a text, built partly with explicit information and partly with existing knowledge. 相似文献
922.
Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistences by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students’ perceptions of the value of math and science and expectancy for success with the math and science relate to the efforts they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal. 相似文献
923.
Carol Berger Jeffrey J. Angera D. Terry Rawls Ross J. Rapaport Elizabeth Bartels Rebecca J. Black 《Journal of College Counseling》2002,5(2):99-104
Several factors shape practices in counseling centers today, including an increased need for referral to external mental health services. Providing external referrals can lead to both practical and ethical implications when counseling center employees also operate private practices. Guidelines to negotiate the potential ethical dilemmas inherent in this scenario are provided. 相似文献
924.
Alfredo Bautista Ana Moreno-Núñez Poorani Vijayakumar Erin Quek Rebecca Bull 《Infancia y Aprendizaje》2020,43(2):443-482
ABSTRACT Fostering the development of gross motor (GM) skills is important in itself and beneficial for the holistic development of children. While early childhood curriculum frameworks for GM teaching have been recently articulated, there is limited research on actual pedagogical practices. This study explored GM teaching practices in Singapore Kindergarten 1 classrooms (4–5 years), focusing on where (indoors vs outdoors), what (types of GM skills) and how (teaching strategies and opportunities for practice) preschool educators teach. The study is part of a longitudinal project in which 108 Kindergarten 1 classrooms were observed and videotaped during a full ‘typical day’ (3–4 hours). GM teaching was observed to occur predominantly indoors. Non-locomotor skills were the most frequently taught to children, followed by locomotor and manipulative skills. Many educators were observed using explicit teaching strategies before and during GM activities, with low involvement after activities had been completed. While GM teaching was predominantly teacher-led, opportunities for unguided practice and play were more frequent outdoors. We conclude that Singapore preschool educators need support to better enact the guidelines of the GM curriculum framework. The study enriches the thin classroom-based international literature on GM education. 相似文献
925.
Rebecca S. Bigler 《Child development》1995,66(4):1072-1087
Sandra Bem has suggested that societal use of gender as a functional category increases gender stereotyping. The present study tests Bem's theory and the additional hypothesis that children's classification skill moderates environmental effects on gender stereotyping. Elementary school children ( N = 66) were given pretest measures of gender stereotyping and of classification skill and assigned to 1 of 3 types of school classrooms in which teachers made: (1) functional use of male and female groups, (2) functional use of "red" and "green" groups, or (3) no explicit groups. After 4 weeks, children completed posttest measures of gender and intergroup attitudes. As predicted, the functional use of gender categories led to increases in gender stereotyping, particularly among those children with less advanced classification skills. The functional use of color categories did not result in highly stereotypic perceptions of groups. Theoretical and educational implications are discussed. 相似文献
926.
The current experiments systematically examined semantic content integration as a mechanism for explaining source inattention and forgetting when reading-to-remember multiple texts. For all 3 experiments, degree of semantic overlap was manipulated amongst messages provided by various information sources. In Experiment 1, readers’ source recognition was significantly poorer when the sources presented semantically-congruent compared to semantically-distinct messages. Experiment 2 replicated the findings, despite half of the participants receiving a pre-reading warning. Experiment 3 extended the examination to include longer argument-based texts; readers additionally wrote a comprehensive essay on the topic. The results indicated longer reading times and better recall memory for the claims and evidence statements from semantically-congruent compared to semantically-distinct texts, while still reproducing the poorer source recognition effects of Experiments 1 and 2. We discuss implications for contemporary accounts of multiple text comprehension as well as directions for future research. 相似文献
927.
Rebecca N. Jesson 《Education 3-13》2016,44(6):604-616
The present study investigated 15 Year 4–6 classrooms in two multicultural schools in New Zealand to understand what opportunities students had to draw on their diverse experiences of texts. A mixed-methods approach was taken, including classroom observations and student interviews. Results suggested that lessons were characterised by a consistent format of teacher-led, whole class instruction followed by independent writing. Conversations about prior knowledge typically sought display of taught items. Students saw few links between writing forms in school and texts out of school. The study highlights the role of lesson structure in framing incorporation of prior knowledge in writing lessons. 相似文献
928.
Rebecca Oekerman 《Early Childhood Education Journal》1997,25(2):89-92
As more women enter the workforce, businesses are beginning to devise methods to assist employees with their child care needs. Research has demonstrated the benefits of corporate child care arrangements, not only for the employer but also for employees. Some companies utilize early childhood accreditation as a means of establishing quality caregiving. Yet, almost no research has been conducted to determine how corporate sponsored child care, accredited or not, affects the children involved. Many questions beg to be answered before it is known what the benefits of corporate-sponsored child care are for young children. 相似文献
929.
Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results suggest that interventions aimed at increasing EI may have positive implications for many aspects of student engagement, and hence performance at third level. 相似文献
930.
Jo Lunn Brownlee Elizabeth Curtis Rebecca Spooner-Lane Florian Feucht 《Education 3-13》2017,45(2):191-208
Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children's epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews, respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children's epistemic beliefs which holds implications for future research. 相似文献