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751.
Stephanie Cox Suárez 《The New Educator》2014,10(1):70-76
Close listening and observation of children as an alternative assessment is a powerful approach that can help balance an emphasis on standardized measurement. The tool of Reggio-inspired documentation is described for families with suggestions on how to advocate and support teachers who want to tell a story about children's learning that highlights social language, collaboration, and problem solving and to serve as evidence in meeting required curriculum standards. 相似文献
752.
753.
Stephen C. Yanchar Joseph B. South David D. Williams Stephanie Allen Brent G. Wilson 《Educational technology research and development : ETR & D》2010,58(1):39-60
This study employed a qualitative research design to investigate instructional designers’ views and uses of conceptual tools
in design work (e.g., learning theories and design theories). While past research has examined how instructional designers
spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to the
value and perceptions of conceptual tools, from the perspective of practicing designers. Based on intensive interviews of
practitioners, our findings included ten themes organized according to three meta-themes: (a) using theory, (b) struggling
with theory, and (c) connections between theory and intuition in craftwork. While these results substantiate (to some degree)
the claim that practitioners often find theory too abstract or difficult to apply, they also suggest that practitioners use
theory in several important ways and tend to view theory with ambivalence rather than indifference or dislike. Other conclusions
regarding the role of theory in design are provided and future directions for theorizing and research are discussed. 相似文献
754.
Berger S 《The Journal of perinatal education》2010,19(2):7-10
A second-time mother uses a combination of comfort measures and hypnosis for childbirth to achieve a medication-free birth. In the hospital, her use of hypnosis and the posterior position of her cervix made it appear that she was not dilated. After she was fully dilated, pushing took several hours. Throughout the birth, the mother remained calm and did not experience pain, thanks to her practice with prenatal yoga and the Hypnobabies method of childbirth. 相似文献
755.
Empirical studies reveal a close relationship between epistemological beliefs (EBs) and metacognition. For example, more ‘sophisticated’ beliefs are associated with more self-reported monitoring strategies. This relationship is also advocated theoretically. Nevertheless, exactly how and why EBs impact learning is still an open question. In accordance with others (for example Muis 2007; Muis and Franco 2009) we conceive the COPES Model (Winne and Hadwin 1998) as an appropriate answer to the how question. Within that model, epistemological beliefs are conceptualized as ‘internal conditions of learning’ and they are embedded into recursive processes of self- regulation. With regard to the why question, we assume that EBs function as general ideas about knowledge for the apprehension of the content to be learnt. Such apprehension allows for the calibration of learning to different learning tasks. We review two clusters of studies on the preparatory and the enactment stages of learning testing this apprehension and calibration hypothesis. 相似文献
756.
Rats (n=6) visited four baited locations (randomly chosen on each trial; study phase), one of which was randomly selected to provide
chocolate. After short (1-h) or long (25-h) retention intervals (RIs), eight locations were available, and the four locations
not available in the study phase provided food (test phase); the chocolate location also provided food after long RIs. More
visits to the chocolate location occurred after long RIs than after short RIs. Next, chocolate was paired with LiCl during
the long RI (i.e., after encoding the chocolate location). Fewer revisits to the chocolate location occurred after LiCl than
in previous testing with the long RI. The rats demonstrated complete transfer when grape replaced chocolate after LiCl-chocolate
pairing. The discrimination of what, when, and where could not be based on adopting different revisit strategies at different
times of testing. 相似文献
757.
Stephanie Medley-Rath 《Community College Journal of Research & Practice》2018,42(12):908-918
This research describes a quasi-experiment across one face-to-face section and two online sections of introductory sociology testing freely available electronic resources (i.e., open education resources [OERs] and open access) to a paid printed textbook. This study fills a gap in the literature on how type of reading material (e.g., print/paid and electronic/open) affects student learning outcomes. The results show no significant relationship between type of reading materials on pre/posttest improvement or final grades. College-readiness at the time of enrollment at the college along with being a full-time student positively affected posttest score improvement. GPA was the only variable positively and significantly related to final grade. These findings suggest that using OERs and open access resources might be a viable choice for reducing textbook costs, thereby increasing access to higher education. Caution, however, is warranted as students indicate a preference for print (paid) over electronic (open) readings. 相似文献
758.
Kathleen A. J. Mohr Stephanie M. Juth Theresa L. Kohlmeier Kayleen E. Schreiber 《Early Childhood Education Journal》2018,46(1):11-20
The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain processes first and subsequent languages are translated into ways to enrich instruction and family-based language and literacy experiences. 相似文献
759.
Crystal Shelby-Caffey Lavern Byfield Stephanie Solbrig 《Changing English: An International Journal of English Teaching》2018,25(1):69-84
If an educator is to take a critical stance, teach students to do the same, and design lessons that engage students in thoughtful discussions and actions surrounding issues of social justice, then discussions of politics, race, culture, economics and systems of power are crucial to this work, and, the use of hip-hop is a worthwhile endeavour. In this article, three educators from very diverse backgrounds who have experiences at elementary and college levels, consider the ways in which hip-hop music and culture speaks to the lived experiences of students and has the potential to lend a voice to the seemingly voiceless while also meeting the demands imposed by mandated standards. Within the framework of critical pedagogy/critical consciousness, we discuss hip-hop pedagogy as a channel for capitalising on students’ lived experiences. 相似文献
760.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building. 相似文献