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1.
Factors affecting performance on base-10 tasks were investigated in a series of four studies with a total of 453 children aged 5-7 years. Training in counting-on was found to enhance child performance on base-10 tasks (Studies 2, 3, and 4), while prior knowledge of counting-on (Study 1), trading (Studies 1 and 3), and partitioning (Studies 1 and 4) were associated with enhanced base-10 performance. It emerged that procedural knowledge of counting-on, trading, and partitioning can lead to improvements in procedural knowledge of the base-10 system. The findings lend support to the model of iterative development of conceptual and procedural knowledge advanced by Rittle-Johnson et al. (2001).  相似文献   

2.
This paper describes instructional arrangements in first grade classrooms and assesses their effects on academic responses of students at risk for failure. A parallel set of analyses of not-at-risk controls provides a basis for comparison. Time-sampled, in-class observations focused on multiple components of instruction (subject matter, tasks assigned, group size, and teachers' behavior) and students' response (active/academic, task management, and inappropriate). The associations of instructional structure with type of student response were considered significant if replicated across two samples. Relative to base- rates (unconditional probabilities) six specific arrangements were shown to be significantly associated with either accelerated or decelerated rates (conditional probabilities) of at-risk and control students' active, academic, or inappropriate responses. The pattern of results indicated that while only one instructional arrangement was associated with increased inappropriate behavior for both groups, only two infrequently occurring arrangements in- creased academic responding. Implications with respect to both research and practice are discussed.  相似文献   

3.
Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; Mage = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate tasks that could be completed without this explicit understanding. Approximate performance was significantly better in both age groups. A factor analysis confirmed that syntactic and approximate tasks tapped separate latent variables in kindergarten, but not in first grade. Path analyses indicated that only kindergarten approximate performance predicted overall first-grade place value understanding. These findings suggest that explicit understanding of base-10 principles develops from implicit, partial knowledge of multidigit numbers.  相似文献   

4.
This paper describes a study of the interplay between social and developmental processes in children's mathematics learning. The focus is on children's play of an educational game, Treasure Hunt, and the way children's interactions in play frame developmental processes involving arithmetic with base-10 blocks. Sixty-four third and fourth graders were grouped in same- and mixed-grade dyads. Analyses of interactions revealed that players were frequently involved with jointly structuring arithmetical problems involving base-10 blocks. However, the arithmetical goals that members of dyads created often differed as labor became divided in their activity. Two findings were of particular interest: (1) differences in divisions of labor as a function of players' grades and grades of their opponents led to construction of different arithmetical goals, and (2) differences in goals led to different sequences in children's strategic developments, sequences that differed from the developmental trajectory in our matched controls.  相似文献   

5.
文章给出了基-仿紧空间的一系列性质,着重证明了：如果X=Πσ∈XXσ是λ-仿紧空间,则X是正规可遮空间当且仅当↓AF∈[∑]^〈∞,Πσ∈FXσ是正规可遮空间。  相似文献   

6.
Martin Johnson 《Literacy》2004,38(2):90-96
This study follows from a previous study into children's attitudes to writing test stimulus features. In that study the views of 192 English eleven‐year‐olds were surveyed using a questionnaire. The survey found that the children were mainly influenced by features that they felt contributed to task difficulty. A qualitative study was designed in order to investigate children's views in more depth. Stimuli were constructed containing various features that children in the earlier study had suggested contributed to task difficulty. The children's ideas relating to the stimuli were elicited using a modified version of Kelly's repertory grid technique.  相似文献   

7.
Abstract

This paper uses Durkheim's critique of Kant to criticize Kohlberg's theory of morality. After examining the applicability of Durkheim's criticism of Kant's definition of morality to Kohlberg's equation of morality with justice structures, it explores Durkheim's psychological views on emotional and dispositional aspects of morality, which are typically neglected by Kantians. Some standard criticisms of Durkheim's moral theory are re‐examined and the argument is advanced that Durkheim's social ethic is substantively at Stage Six on Kohlberg's developmental schema. Several modifications of Kohlberg's theory are proposed, using Durkheimian insights.  相似文献   

8.
This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data for 8,642 children from the Early Childhood Longitudinal Study‐Kindergarten cohort (ECLS‐K). A theoretical model that depicts the relationships between the study variables was developed and tested using structural equation modeling. Results demonstrated that availability of science materials in kindergarten classrooms facilitated teachers' teaching of science and children's participation in science activities. Likewise, the frequency and the duration of kindergarten science teaching was a significant predictor of children's science activities but not of the children's end of kindergarten science achievement scores. Children's engagement with science activities that involved using science equipment also was not a significant predictor of their end of kindergarten science achievement. However, children's participation in cooking activities was. Children's prior knowledge, motivation, socio‐economic status, and gender were all statistically significant predictors of their science achievement at the end of kindergarten and end of third grade. Results of this study indicate that early science experiences provided in kindergarten are not strong predictors of children's immediate and later science achievement. Findings of the study suggest that the limited time and nature of science instruction might be related to the limited effect of the science experiences. Implications for teacher education programs and educational policy development are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 217–235, 2011  相似文献   

9.
The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed.  相似文献   

10.
Few studies have examined the long-term relations between children's early spatial skills and their later mathematical abilities. In the current study, we investigated children's developmental trajectories of spatial skills across four waves from age 3–7 years and their association with children's later mathematical understanding. We assessed children's development in a large, heterogeneous sample of children (N = 586) from diverse cultural backgrounds and mostly low-income homes. Spatial and mathematical skills were measured using standardized assessments. Children's starting points and rate of growth in spatial skills were investigated using latent growth curve models. We explored the influence of various covariates on spatial skill development and found that socioeconomic status, language skills, and sex, but not migration background predicted children's spatial development. Furthermore, our findings showed that children's initial spatial skills––but not their rate of growth––predicted later mathematical understanding, indicating that early spatial reasoning may play a crucial role for learning mathematics.  相似文献   

11.
Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840–1902), Sidonie-Gabrielle Colette's (France, 1873–1954), and Willa Cather's (US, 1873–1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls’ and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the more using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors’ texts—subverting through the everyday, becoming one's own steward, and moving from survival to self-actualization. Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden.  相似文献   

12.
Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about children's relationship to the environment and discuss its implications for science teaching and learning. A social constructivist lens guides research, and a visual methodology is used to frame children's realities. Participants' ages range from elementary to middle school, and a total of 210 children comprized mainly of Asians and Asian Americans were sampled from urban settings. Drawings are used to elicit children's everyday ideas and analyzed inductively using open coding and categorizing of data. Several categories support existing literature about how children view the environment; however, novel categories such as affect also emerged and lend new insight into the role that language, socio-cultural norms and perhaps ethnicity play in shaping children's everyday ideas. The findings imply the need for (a) a change in the role of science teachers from knowledge providers to social developers, (b) a science curriculum that is specific to learners' experiences in different socio-cultural settings, and (c) a shift away from inter-country comparisons using international science test scores.  相似文献   

13.
The article describes the process of analysis for determining a teacher's conception of teaching science using an available interview task. The analytical process provides a transparent link between teachers' spoken words and the different representations of their conceptions of teaching science. Representations of a teacher's conception of teaching science include a grid for analyzing different themes in a teacher's conception, a brief summary of the themes, and a longer written interpretive summary. Because these representations are based on the fundamental components of teaching science, they allow the uniqueness of both specific and structural aspects of teachers' views to emerge, and they facilitate comparisons between teachers. The analysis and its outcomes are exemplified using interviews with several experienced high school science teachers.  相似文献   

14.
This study introduces a portable direct assessment of young children's self-regulation—the Preschool Self-Regulation Assessment (PSRA). The PSRA was designed to assess self-regulation in emotional, attentional, and behavioral domains by using a brief, structured battery of tasks in conjunction with a global report of children's behavior. Factor analyses from a pilot sample (N = 63) of Head Start children revealed two self-regulation factors reflecting children's performance on tasks of impulse control and tasks of compliance/executive control. Assessor report of children's behavior during the assessment was reduced into two additional factors reflecting children's global attention/impulse control and positive emotion. Moderate correlations between self-regulation factors and children's social competence, behavior problems, and early academic skills, provide preliminary evidence of the new measure's validity, and additional empirical evidence for bivariate relations between academic and self-regulatory competence.  相似文献   

15.
James Estep's integration of Vygotsky's work on the Zone of Proximal Development into Christian education and pedagogy falls short of a distinctly evangelical form of integration. Using Ken Badley's schemata of Integration of Faith and Learning, this article distinguishes Estep's “paradigmatic” integration from a more thoroughgoing “perspectival” integration. Perspectival integration best displays the connections between Vygotsky's Zone of Proximal Development and evangelical thinking by using the divine accommodation of John Calvin, as described in the work of Arnold Huijgen.  相似文献   

16.
The aim of this study was to describe women''s experience of pregnancy. The setting was the Alternative Birth Center at Sahlgrenska University Hospital in Göteborg, Sweden, from 1996 to 1997. Anonymous diaries were written by 12 women and analyzed using a hermeneutical/phenomenological approach. The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown,” which includes three themes: (1) meeting one''s life situation, (2) meeting something inevitable, and (3) preparing for the unknown.The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown” …  相似文献   

17.

The present study explored Kohlberg's theory of moral development in relation to Korean and British children. A total of 128 Korean and British children aged 7-16 years were interviewed individually using Kohlberg's moral dilemmas, Form A. It was thought that the children in both cultural groups would develop moral stages at a similar rate. However, they showed cultural differences in the use of moral orientations. In addition, it was not possible to match some of the responses from the Korean children to Kohlberg's manual, implying that there are some Korean traditional concepts which affect Korean children's moral reasoning that Kohlberg was not aware of. Thus, Kohlberg's system could be used to examine children's general moral stage but was insufficient to understand fully Korean children's moral reasoning. The present study suggests that the interpretation of children's moral reasoning should be made based on consideration of cultural influence.  相似文献   

18.
This essay analyzes a letter written by James Dobson to over 2 million constituents of Focus on the Family. The letter discusses the 1993 Fetal Tissue Research Initiative, and is a complex example of moral‐poetic discourse rising above the scientific ideal in American culture. I first employ a judgmental analysis to determine what Dobson's potential reading audience was being asked to believe. Second, using Kenneth Burke's distinction between semantic and poetic meaning I examine Dobson's discourse as a moral‐poetic response to the amoral stance of scientific discourse. Finally, I analyze the motive underpinning Dobson's discourse to understand the actions of Dobson's envisioned moral agent. This study found that Dobson provided a way out of the moral quagmire science has placed humans in by highlighting mankind's ability to morally act, thereby initiating an individual‐moral redemptive cycle.  相似文献   

19.
We investigated young children's construal of pain in relation to (a) the self, (b) other humans, and (c) animals, plants, and objects, to elucidate children's cognitive understanding of this complex, abstract, subjective concept. We interviewed 17 Kindergarten students using a variety of non-painful stimuli and procedures to prompt discussion of pain's causes, consequences, intensity, contagion, and treatment. Findings suggest that young children use naive theory to describe pain that only partly agree with canonic knowledge and were cognizance of the need to treat pain and cope with it. Awareness of children's construal of pain may promote caregivers' and teachers' ability to effectively treat pain-related situations and contribute to the design of a relevant curriculum for enhancing their knowledge about pain.  相似文献   

20.
Maria Edgeworth was a nineteenth century novelist, primarily remembered for her adult and children's novels. Yet her book, Letters for literary ladies discussed the importance of science education for girls and in conjunction with her father, Richard Edgeworth, she wrote several treatises on education. Their book Practical education advocates an inquiry approach to teaching science and also using scientific practices, such as observation and data collection, to examine and plan children's education. They emphasised the importance and the role of experimentation, observation and critical thinking in the development of children's knowledge, skills and attitudes towards learning. However, the history of science education has to date ignored this seminal work and Maria's contributions to women's science education.  相似文献   

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