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1.
Reusable and Sustainable Science and Engineering Education 总被引:1,自引:0,他引:1
Yehudit Judy Dori 《Journal of Science Education and Technology》2008,17(2):121-123
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Judy Dunn 《European Journal of Psychology of Education - EJPE》1993,8(4):391-401
Links between the development of social understanding and social processes are considered, in the context of data on the development of causal reasoning and argument in conflict, drawn from a longitudinal study of 50 children observed in conversation with their mothers, siblings, and friends at 33 and 47 months of age. Children showed powers of causal reasoning before they were 3 years, capabilities that showed rapid developmental change; their interest in cause was particularly focussed on psychological causality and social action. The contexts of disputes were especially important. Differences were found in children’s arguments with their mothers, siblings, and friends, with more ‘other-oriented’ reasoning shown with friends. It is argued that the data support Vygotskyan ideas on the significance of social interaction in developmental advance, that the pragmatics of what children and their partners are trying to do must be taken into account in considering what children may be learning in interactions, and that ‘social competence’ should not be treated as an individual within-child trait, but that we should move towards a ‘relationships’ approach to the development of social understanding. 相似文献
4.
Donna Couzens Shiralee Poed Mika Kataoka Alicia Brandon Judy Hartley Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41
More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed. 相似文献
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Abstract Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems. 相似文献
7.
Judy C. Stribling Joshua E. Richardson 《Journal of the Medical Library Association》2016,104(2):159-164
Objective
The authors explored the feasibility and possible benefit of tablet-based educational materials for patients in clinic waiting areas.Methods
We distributed eight tablets preloaded with diagnosis-relevant information in two clinic waiting areas. Patients were surveyed about satisfaction, usability, and effects on learning. Technical issues were resolved.Results
Thirty-seven of forty patients completed the survey. On average, the patients were satisfied in all categories.Conclusions
Placing tablet-based educational materials in clinic waiting areas is relatively easy to implement. Patients using tablets reported satisfaction across three domains: usability, education, and satisfaction. 相似文献8.
Theory Competition and the Process of Change 总被引:1,自引:0,他引:1
The reasons why many educational change initiatives have little impact are often framed in terms of either a poorly designed
process on the part of the change initiator, or in terms of problems with the attitudes, skills and/or knowledge of those
responsible for implementation. In this paper, we seek to integrate these two perspectives more closely by focusing on their
interface and the competing theories frequently held by the change initiators and implementers. This concept of theory competition
is illustrated with a case of a national literacy initiative in New Zealand in which the change initiators wished to raise
the achievement of low performing students through the development of “learning-centred” leadership in schools and evidence-based
practice. The desired outcomes were not achieved because theories about what it means to be a successful leader in such a
situation, the data needed to undertake the type of evidence-based analysis envisioned and school personnel beliefs about
the target students were understood differently by those responsible for initiating the change and those responsible for implementing
it. 相似文献
9.
The use of function words in 135 essays written by deaf college underclassmen in developmental and credit-bearing English composition classes is described and compared with Standard English (SE) versions of teh same essay. If student and SE version were the same, this was considered mastery; if the student omitted a word, this was considered avoidance; and if the student added a word, this was considered overuse. The deaf students varied from SE more for function than for content words. They demonstrated low mastery of independent clause markers, demonstratives, third-person singular neuter pronouns, and modals related to possibility, but had relatively high mastery of the first-person singular; and some punctuation. These students strongly avoided some dependent clause markers, some demonstratives, the indefinite article, punctuation except for periods and commas, and the modal verbs may, might and should , but greatly overused other dependent clause markers, the second person and third-person pronouns, quantifiers, the verb do, and the modals could and will. They were also more likely to produce run-ons than fragments. 相似文献
10.
This study was designed to examine differences in the report-writing skills of doctoral and nondoctoral school psychologists. Fourteen doctoral level and 13 specialist level public school psychologists provided the 50 school psychological reports used in this study; 25 reports were written by doctoral level school psychologists and 25 were written by specialist level school psychologists. The reports were categorized according to the referral problem: mental retardation, learning disability, reading problem, emotional difficulty, and behavior problem. The psychological reports were rated by a panel of educators using an 18-item rating scale. The results indicated no significant differences between the ratings of the doctoral and nondoctoral school psychologists' reports. Educators did, however, consistently rate reports that analyzed mentally retarded children's evaluations better than any of the other four report categories, regardless of the degree level of the school psychologist. Results indicated that both specialist level and doctoral level school psychologists are capable of meeting the needs of educators in the area of report writing. 相似文献