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51.
Educational Psychology Review - 相似文献
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Martin J. Doherty Marina C. Wimmer Cornelia Gollek Charlotte Stone Elizabeth J. Robinson 《Child development》2021,92(1):205-221
Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and graphical metarepresentational task performance. Guide pictures of completed pictorial puzzles were not useful. In Experiment 2, 3- to 4-year-olds (N = 52) completed a simplified task, to choose the correct final piece. Guide-use associated with age and specifically graphical metarepresentation performance. We conclude that the pragmatically natural measure of jigsaw puzzle completion ability demonstrates general and pictorial metarepresentational development at 4 years. 相似文献
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The Threat Index, Templer's Death Anxiety Scale, and the Collett-Lester Fear of Death Scale were administered to 100 respondents in an attempt to assess their personal orientation toward death. Each respondent was a member of one of the following groups: people with no known illness; people attending their family physician for a checkup; rheumatoid arthritics; diabetics; or people recently treated for cancer. Hierarchical multiple regression analyses indicated that older respondents were significantly less death anxious, less fearful of their own death, and more integrated (that is, showed less self-death discrepancy) than younger respondents. Further analyses revealed no differences between any of the groups on fear of death or death anxiety, indicating that the current state of an individual's health was not related to his or her death orientation. Instead, correlational and regression analyses suggested that anxiety and fear were much more likely to be influenced by a respondent's level of actualization and, to a lesser extent, level of integration. The expected additive effects of actualization and integration did not emerge, a finding that was at variance with previous research. 相似文献
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This paper focuses on academic and welfare support for students in higher education, and specifically what makes that support effective. It draws on data from a research project which aimed to explore networks of support for disabled and non‐disabled students. Part of the research focused on the nature and sources of support that were identified as important by students, as well as the kinds of support that were available within the higher education institution (HEI). What emerged as of particular interest was the question, ‘What do we mean by support?’ Drawing mainly on the voices and experiences of the students, perceptions of support were explored and the effects of support on the students’ experience of higher education were considered. Through a focus on more generic support structures as well as support which was specific to individual (disabled) students, the research aimed to understand ‘support’ and its importance from the student perspective. 相似文献
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The importance of changing teachers' beliefsand practices in school improvement efforts iswell accepted but little empirical work hasbeen reported on the micro-processes involved.In this paper, we use schema theory to examinehow the teachers in three schools changed theirbeliefs about the causes of low academicachievement from external factors, such as theparents' and children's deficits, to internalfactors, such as the contribution of their ownteaching practices. These change processes arecontrasted briefly with those in a fourthschool in which the teachers continued to blameexternal factors. The three conditionsidentified as critical for schema revisionincluded the salience of discrepant data, thepresence of an external agent to assist withthe interpretation of those data, and theavailability of information on alternativepractices. 相似文献
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This paper invokes the voices of young people who had been separated from mainstream schooling because they were positioned as ‘disengaged’ and ‘at risk of failing’. The authors argue that streaming students out of schooling needs serious questioning as an escalating number of young people are framed as non-performers within a globally competitive educational market. Throughout the paper we use critical ethnographic slices to expose the experiences of the 24 young people interviewed who together with mentors shared personal insights whilst attending a re-engagement programme in Australia in the year 2010. Their responses unearth a ‘wickedness’ and a preoccupation during their schooling with performance and school improvement. In response, we privilege student interpretations of their own marginalisation as an activist form of ‘speaking back’ to the social and economic conditions and limitations dominating their lives. 相似文献