排序方式： 共有69条查询结果，搜索用时 31 毫秒
21.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
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Annemarie Boschloo Carolijn Ouwehand Sanne Dekker Nikki Lee Renate de Groot Lydia Krabbendam Jelle Jolles 《Mind, Brain, and Education》2012,6(2):81-88
Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross‐sectional survey study of 605 adolescents aged 11–18 years investigated whether adolescents who habitually skip breakfast have lower end‐of‐term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large‐scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention, and school performance in more detail. 相似文献
23.
Although many studies have explored shared book reading between preschoolers and their families, very few have examined this practice within a large, nationally representative sample. Using the ECLS-B dataset, this study investigated shared reading among nearly 700 families of diverse ethnic, linguistic, and socioeconomic backgrounds. Coding of families’ book-related discussion focused on the variety of types of talk that parents used during reading. Results showed that parents focused primarily on the meaning of the story, with little attention to the code of the text. The range of talk techniques that parents used was largely independent of background factors such as child gender, ethnicity, or age, as well as family home language. A wider variety of meaning-related remarks by parents was linked to more advanced language skills among preschoolers. Findings provide a portrait of the nature of shared book reading discussion among American families, a profile of the background factors that are linked to this talk, and a precise account of the unique contributions of this talk to key emergent language and literacy competencies. 相似文献
24.
This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research indings: Classroom quality did not directly predict gains in academic school readiness across the Head Start school year (β = -0.009, p = .844). However, classroom quality did predict gains in teacher-rated approaches to learning (β = 0.151, p = .040), which in turn predicted gains in academic school readiness (β = 0.105, p < .001), and there was a significant indirect effect of classroom quality on academic school readiness through approaches to learning (β = 0.016, p = .049). Although associations were generally small, this pattern of results suggests that approaches to learning may facilitate the relationships between classroom quality and academic school readiness. Practice or Policy: Educators should make targeted efforts to boost children’s approaches to learning as it may represent an important lever for academic success. In a society increasingly focused on high-stakes testing, we must not lose sight of the importance of domain-general skills that can help children achieve school and life success. 相似文献
25.
Andersen Annemarie Møller Dragsted Søren Evans Robert H. Sørensen Helene 《Journal of Science Teacher Education》2004,15(1):25-38
This study's purpose was to determine whether science teaching self-efficacy beliefs among new teachers of elementary science interact significantly with teaching environments in their schools. The study hypothesized a mechanism by which environments can interact with self-efficacy and, consequently, affect the quality of science teaching. The self-efficacy of new elementary teachers from Denmark was assessed at the beginning, middle, and end of their first year of teaching. Their teaching success and environments were also assessed. It was found that positive changes in self-efficacy seemed positively related to the occurrence of environmental factors helpful to teaching (r= .401; p= .011; n= 39). In three case studies, there was some support for this association from assessments, interviews, and success in teaching. 相似文献
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Annemarie H. Hindman Barbara A. Wasik Donald E. Bradley 《Early education and development》2019,30(4):478-495
Research Findings: This study examined how teacher–child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children’s vocabulary learning. Book reading experiences in 27 Head Start classrooms were videotaped and coded for teacher talk, child responses, teacher follow-up remarks, and teacher wait time; we also assessed children’s vocabulary learning. Findings indicated that Head Start teachers infrequently asked open prompts or provided book-related comments; the predominant tool used in shared reading was the closed prompt. Teachers generally accepted 1 answer per question, and children’s answers were nearly always correct. Wait time was rarely observed. Across the sample, more child talk was predictive of stronger child vocabulary learning. For children with low initial vocabulary skills, learning was also linked to more expository comments by teachers. Practice or Policy: Findings help to map out the sequence of instructional events that make up preschool classroom conversations and provide insight into potential levers for improvement. 相似文献
27.
Adam Moore Victoria Kern Alexis Carlson Annemarie Vaccaro Jordan A. Abbott 《The Educational forum》2020,84(3):272-285
AbstractUsing grounded theory, we examined the ways in which undergraduate teacher candidates with disabilities developed a sense of purpose and constructed professional identities. Our findings suggest K-12 experiences with advocacy as well as exclusionary school experiences influenced their emerging professional identities. Resistance to a deficit view of disability was central to teachers’ professional identities and influenced their desire to become “change agents” in their future professions. We describe collegiate experiences that affirmed or presented roadblocks to their career path. 相似文献
28.
Annemarie H. Hindman Amber C. Erhart Barbara A. Wasik 《Early education and development》2013,24(5):781-806
Evidence shows that the Matthew effect is a persistent problem among early education interventions. The current study examined the degree to which the ExCELL (Exceptional Coaching for Early Language and Literacy) language and literacy professional development intervention for Head Start preschool teachers, shown in prior research to improve teacher quality and increase preschoolers’ vocabulary skills, narrowed the vocabulary disparities between children with higher and lower knowledge at preschool entry. Research Findings: Results of a randomized control trial showed that the ExCELL program was more effective than a business-as-usual Head Start model at increasing the skills of children with the most limited vocabulary and reducing the Matthew effect, closing the gap between children with the lowest and highest initial vocabulary skills over the preschool year. Moreover, classroom instructional process quality in ExCELL settings was a key factor in this achievement. Practice or Policy: When teachers are trained to expose young children in poverty to high-quality classroom instruction (especially regarding process quality), preschoolers can learn substantial amounts of new vocabulary, and those with the lowest initial skills can begin to catch up to their more knowledgeable peers. 相似文献
29.
Annemarie O’Dwyer 《Cambridge Journal of Education》2013,43(1):89-105
The article explores the professionalism and the standards debate as it relates to teachers with specific learning difficulties in the context of Further Education in England. There is a tension between the government’s policy of defining teachers more tightly in terms of entry qualifications and standards whilst espousing a policy of creating a more inclusive profession as promoted by the Equalities and Disability Discrimination legislation. How prepared are leaders and managers in Further Education to address this policy tension and what insights might be drawn from the Further Education context? Interviews with key leaders and managers in a Further Education college and the analysis of college policy documents are used to illuminate the issues surrounding the inclusion of teachers with specific learning difficulties. Suggestions are offered which may provide a way forward to address the policy tension. 相似文献
30.
Alina Kuthe Lars Keller Annemarie Körfgen Hans Stötter Anna Oberrauch Karl-Michael Höferl 《The Journal of environmental education》2013,44(3):172-182
AbstractUnder the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnaires answered by 760 teenagers (13–16?years old) from Germany and Austria were analyzed using a hierarchical cluster analysis. The teenagers were assigned to four groups that differed as to their cognitive, affective and conative aspects of climate change awareness. Based on the empirical results, the authors argue that there are different subgroups of young people in terms of climate change awareness, which climate change education should take into consideration. 相似文献