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1.
The main aim of this research is to examine teachers’ opinions about functions of school rules, reasons for rule-breaking and results of rule-breaking in relation to their locus of control, gender, age, seniority and branch. 350 public elementary school teachers in Ankara are included in the correlational survey model study. According to the teachers, the main function of school rules is to “provide regularity”. Classroom teachers find school rules more functional than branch teachers. Teachers with internal locus of control find school rules more functional than externals and junior teachers find school rules more functional than senior teachers. The main reason for teachers’ rule-breaking is “being uninvolved in rulemaking process”. When teachers do not follow school rules, they come across with cold behaviours of the school administrators. 相似文献
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Rina Zazkis 《Educational Studies in Mathematics》1999,40(2):197-209
Students' belief that a larger number has more factors is outlined as a particular example of the more of A, the more of B intuitive rule. Robustness of this belief is discussed by demonstrating students' tendency to perceive conflicting evidence as an exception to the rule. Some pedagogical approaches are considered.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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《中学英语之友(新教材高一版)》2010,(4):28-30
决不要把黑色与棕色或深蓝色搭配在一起、如果你是红发就不要穿红、永远不要穿紧身裤和露脚趾的鞋……如果你和我一样,在成长过程中,穿着不符合妈妈或者奶奶的标准,就会从她们那里听到这些说辞。你也许认为自己的打扮还不错,但这样的规矩很值得我们重新思量一下。 相似文献
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Up until the 1960s, Catholic schools throughout most of the English‐speaking world were dominated by members of religious teaching orders, including female religious. For over a century following their establishment in 1866, one of the most prominent female religious teaching orders in Australia was that of the Sisters of St Joseph of the Most Sacred Heart of Jesus. The first part of this paper contextualises the emergence of this particular religious order in terms of the development of Catholic education internationally and in Australia, and the associated ‘religious formation’ of nuns as teachers. Part two is centered on the most significant text used to guide the ‘religious formation’ of members of this order both as religious and as teachers, namely, that of their ‘rules and customs’. Drawing on an analytic approach based on a theory of social semiotics, it analyses both the sets of practices and the textual mechanisms through which the identity of members of the order as teachers was constructed. 相似文献
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Ileana Enesco Purificación Rodríguez Mª Oliva Lago Cristina Dopico Ana Escudero 《European Journal of Psychology of Education - EJPE》2017,32(3):483-500
This study addresses the influence of schoolteachers’ testimonies on children’s conceptions about unconventional correct counts or pseudoerrors. A total of 158 kindergarteners and second graders were individually interviewed: Fifty children participated in the baseline group (to determine their judgments about pseudoerrors without the presence of informants), and 108 children participated in the experimental group. There were two sessions—2 weeks apart—for the experimental group: in session 1, children faced the conflicting claims provided by three teachers vs. a dissident teacher about the correctness of different pseudoerrors made by the characters of a computer game. The participants had to decide which of the informants was right, providing a rationale for their choice. In session 2, children evaluated the same types of pseudoerrors but in absence of informants (similar to the baseline group procedure). We assessed the relative influence of the majority, and whether the presentation of teachers’ controversial judgments improved children’s understanding of counting. The findings revealed that children’s own ideas prevailed over the pressure of the majority: at both ages, children tended to endorse claims that considered pseudoerrors as incorrect counts, regardless of the source of information (majority or dissenter), and their tendency to reject pseudoerrors remained firm in session 2. Overall, results from the experimental and the baseline groups suggest that children’s adherence to the conventional rules of counting is strong and little susceptible to influence and revision. We discuss the educational implications of these findings as well as the limitations of the experimental paradigm used in this and other studies in the field of testimony. 相似文献
7.
Ariana Orvell Giulia Elli Valerie Umscheid Ella Simmons Ethan Kross Susan A. Gelman 《Child development》2023,94(1):159-171
A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments. 相似文献
8.
Rats received three-trial series on a T-maze consisting of extended visually distinct left-black and right-striped side runways.
During the first phase of training, when allowed to select baited runways within these series, they predominantly alternated
their choices. During the second phase, rats received forced-choice serial pattern training of series consisting of two rewarded
(R) trials and one nonrewarded (N) trial in two fixed orders, RRN and RNR. In Experiment 1, the rats in the runway shift rule
group always received the second R trial when forced down a runway opposite that on the preceding trial in the series and
the N trial when forced down the same runway. The rats in the runway stay rule group always received the second R trial when
forced down the same runway and the N trial when forced down the opposite runway. In Experiment 2, each rat was conditionally
trained with both runway outcome rules as determined by the central alley lighting and the type of food in the side alleys.
The rats took longer to reduce their running speed on the N trial within each sequence under the runway stay rule than under
the runway shift rule. They also took longer to acquire serial pattern responding for the RNR than for the RRN series only
under the runway stay rule condition. When subsequently reexposed to series of free-choice trials on the final phase, rats
maintained spontaneous alternating choice patterns under the runway shift rule conditions but either seldom alternated their
choices (Experiment 1) or greatly reduced choice alternations (Experiment 2) under the runway stay rule condition. We discussed
these effects in terms of rats’ natural foraging strategies and as a factor that interacts with other within- and between-series
variables that affect serial pattern behavior. 相似文献
9.
Ting-Hong Wong 《British Journal of Sociology of Education》2017,38(3):364-383
Bernstein’s theory of the pedagogic device has two under-developed elements as far as its treatments of evaluative rules are concerned. It has never explained the processes through which an assessment’s hegemony is erected, and it overlooks the fact that evaluations can also be crucial apparatuses in social selection and exclusion. Using the historical example of state exam reforms on Chinese middle schools from the late-1950s to the mid-1960s, I seek to rectify these deficiencies in this article. I contend that assessments could actualize official pedagogic discourse more effectively when they also exert profound impacts on allocation of valued social positions and educational opportunities. My contention is illustrated by the case of postwar Singapore, where the ruling regime had more success in replacing the Sino-centric pedagogic discourse of Chinese institutions with a more Singaporean-centered one after state-run exams targeted to students’ futures in education and employment were imposed. 相似文献
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Christine Sorsana Nathalie Guizard Alain Trognon 《European Journal of Psychology of Education - EJPE》2013,28(4):1453-1475
Ten trios of children from 4 to 6 years old were observed in a situation where one child (the expert) who had learned the rules of a game explained these rules to two other children at the same time (the novices): one with whom s/he had a positive relationship and the other with whom her/his relationship was negative. Within this asymmetrical situation created artificially, the children functioned on the basis of a complex tutorial contract. The results indicated that, at these young ages, children are capable to strongly manage three dimensions of the explanatory goal: interactional, ideational (management of the object), and linguistic. However, the errors made by the novices were regulated differently, depending on the type of relationship and gender: the experts in boy trios intervened less frequently when errors were made by the novice with whom the relationship was negative (i.e., the not-friend novice) than with the other novice; conversely, the experts in girl trios intervened less frequently when errors were produced by the novice with whom the relationship was positive (i.e., the friend novice) than with the other novice. An analysis of the communicative strategies observed here highlights early sophisticated pragmatic skills in this interactive assigned design. 相似文献
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Esther G. Steenbeek-Planting Wim H. J. van Bon Robert Schreuder 《Reading and writing》2013,26(9):1437-1458
The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated on the words the children read correctly (successes), the other on the words they read incorrectly (failures). They repeatedly read bisyllabic Dutch words, half of the training words involving context-sensitive spelling rules (vowel degemination or consonant gemination). Some children repeatedly read their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain the accuracy rate at a constant level. In general, children who received training improved their reading accuracy and reading speed of trained words, and reading accuracy of untrained words, more than the control group. Which training focus is superior, depends on the reading level of the child and the type of words used. For children with a low initial reading level, to improve reading accuracy of bisyllabic words that follow context-sensitive spelling rules, a training focus on failures was superior over a training focus on successes. For children with a high initial reading level, improvement of reading speed was largest in a training on successes. Evidently, the improvement of word reading skills depends both on the children’s level of reading competence and on the type of training. 相似文献
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Luciana Benincasa 《Ethnography and Education》2016,11(1):1-20
This paper is about people's relationship to laws, rules and regulations in a Greek town. The aim is to describe specific traffic policies, point out the underlying pedagogical assumptions and assess their potential effect in relation to the goals of a democratic education. The study springs from the author's experience as a non-native inhabitant of Greece. It is the result of daily, 15-year-long participant observation. Faced with drivers who disregard most rules of the Highway Code, especially concerning parking, the authorities in a Greek town have screwed traffic devices to the ground. Functioning like obstacles, such devices are designed to make violations materially impossible. I argue that this policy eventually teaches people not to respect traffic regulations and rules in general, thus being in conflict with the goals of a democratic education. 相似文献
14.
Gong Qu He Xian-yang 《重庆大学学报(英文版)》2005,4(4):229-232
In this paper, recent developments of some heuristic algorithms were discussed. The focus was laid on the improvements of ant-cycle （AC） algorithm based on the analysis of the performances of simulated annealing （SA） and AC for the traveling salesman problem （TSP）. The Metropolis rules in SA were applied to AC and turned out an improved AC. The computational results obtained from the case study indicated that the improved AC algorithm has advantages over the sheer SA or unmixed AC. 相似文献
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The aim of this paper is to investigate which adolescents are most and least at risk of experiencing online victimization. The results of logistic regression analyses using data on 2079 adolescents attending secondary school in Bermuda indicate that not all forms of media use place adolescents at risk of experiencing cyberbullying. Adolescents who spent more time using their cell phone were more likely to report having received an aggressive or threatening electronic communication and having had someone say nasty things about them online. There was no such relationship between time on the internet and either form of online victimization. The findings also suggest that strong parent relationships and positive experiences at school are generally more protective against cyberbullying than adults’ restrictions on adolescents’ media use. These findings contribute important insight into strategies that hold promise for decreasing cyberbullying among adolescents. 相似文献
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在英语教学中,教师通过设置不同的tasks,引导学生关注文章主题、文本特征、写作意图、语言特点等,促进和加深学生对文本的理解,提高学生看和读的技能。 相似文献
18.
Yuyuan Wang 《美中教育评论》2005,2(1):11-17,50
In order to help the selection and training of teachers for kindergartens, a scale for diagnosis of the special psychological predispositions needed for kindergarten teachers has been developed. It consists of 130 items derived from a personality test and an ability test.
By the use of stratified sampling strategy, 660 teachers from different kindergartens in Beijing were chosen to form a sample group in its development. The result of the test was displayed in the form of T-score and percentile respectively. After several times of practice, its reliability and validity have been verified. 相似文献
19.
崔叶盛 《中学生英语读写(高中版)》2002,(9)
Charlie Chaplin(查理·卓别林)broke into show business at age fivebecause his mother,a music-hall performer,lost her voice during theperformance and had to leave the stage,and Charlie went on and sang a 相似文献
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Mehmet Karakas 《Journal of Science Education and Technology》2009,18(2):101-119
Study provides qualitative analysis of data that answers the following research question: how college science faculty teach science and NOS and incorporate aspects of NOS and the history of science into their undergraduate courses? Study concentrates on four cases and more specifically on three introductory science classes and on four instructors who taught those courses. These instructors were chosen as case studies to explore in greater detail what occurs inside introductory science courses in one particular higher institution in the Northeastern United States. Participants’ teaching styles are presented through a combined and detailed presentation of interview data and classroom observations supported with examples from their classroom activities. Constant comparative approach was used in the process of organizing and analyzing data. Findings revealed that participants preferred to use the traditional teacher-centered lecturing as their teaching style and whose main concern was to cover more content, develop the problem solving skills of their students, and who wanted to teach the fundamental principles of their subjects without paying special importance to the NOS aspects. The study also revealed that other variables of teaching science, such as large class size, lack of management and organizational skills, teaching experience, and instructors’ concerns for students’ abilities and motivation are more important for these scientists then teaching for understanding of NOS. 相似文献