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The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998. 相似文献
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Tom Macready 《Educational Psychology in Practice》2009,25(3):211-220
Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning opportunities. These learning opportunities relate to episodes of wrong‐doing, and to actions that reflect the values and principles of a socially responsible school culture. The importance of dialogue, respect for “the other” and social collaboration will be evident in school‐based restorative practices. 相似文献
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Tom L. Freudenheim 《Curator: The Museum Journal》2011,54(1):71-74
Abstract The author suggests being wary of looking ahead and thinking you can track truly significant changes. It’s worth being reminded that all the new tools in the world will only enhance but won’t replace the special, even magical, experience afforded by direct contact with original works of art. 相似文献
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Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social
sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein’s
theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and
international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted.
Our analysis highlights significant and—given the broader emphasis in comparative education on questions of education and
development—surprising absences in the application of this approach. We conclude by arguing for the use and development of
three critical features of his analysis in comparative work, as relevant and timely interventions in the field. 相似文献
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