The beginning of decoding     

Philip B. Gough 《Reading and writing》1993,5(2):181-192

It is widely agreed that children recognize their first words in a different way than they later decode. One hypothesis is that sight words are recognized as wholes, another that they are recognized by parts. Two experiments were devised to compare these hypotheses. In one, children were taught a sight word accompanied by a salient extraneous cue and then tested for recognition of the word and the cue. In the other, children were taught sight words, then tested for recognition of each half of the word. The children were found to recognize the cue but not the word; they recognized one half of the word but not the other. The results support the idea that first words are recognized by selective association.  相似文献   

Reasons of students and apprentices to choose a training company in the dual system     

Annette Hoxtell 《Journal of Vocational Education & Training》2019,71(1):46-64

This article sheds light on an understudied aspect of the transition from school to work: the choice of a training company. It presents findings from qualitative interviews with 69 secondary school students and apprentices from the German states of Berlin and Brandenburg, focusing on their reasons to choose a training company in the dual system. What reasons lead students and apprentices to choose a training company? The most common reason is personal impressions, which future apprentices obtain in their initial, personal encounters with a company and its staff. Students and apprentices often consider location, working atmosphere and soundness. Due to this study’s regional scope, its findings may not be fully generalisable on a national or international level. However, its findings may instigate further research in countries where people pursuing certain types of apprenticeship training have to apply to companies (e.g. Great Britain, Switzerland and Australia).  相似文献   

Policy professionalization,privatization, and performance assessment: affordances and constraints for teacher education programs     

Annette Hilton 《Studies in Continuing Education》2019,41(1):131-132

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Storybook models and achievement behavior of preschool children     

Annette U. Rickel  Robert B. Fields 《Psychology in the schools》1983,20(1):105-113

The effects of orally presented storybook models on children's cognitive achievement behavior were assessed in two experiments. Experiment I involved 100 preschool-age children who were given one exposure to either a story depicting achievement behaviors by a male/female model, or a control story describing no achievement behavior. Subjects then were asked to perform a related achievement task. No significant modeling effects were found, but a significant relationship existed between the children's recall of the story content and their performance on the subsequent task. Experiment 11 employed 60 preschool-age children who were given repeated exposures (3 to 4) to, and group discussion of, the same achievement stories or non-achievement control story. A significant relationship was observed between type of story and type of solutions to the subsequent achievement task. These findings are discussed in the context of modeling theory, with practical implications.  相似文献   

A short German Physical-Self-Concept Questionnaire for elementary school children (PSCQ-C): Factorial validity and measurement invariance across gender     

Annette Lohbeck  Maike Tietjens  Andreas Bund 《Journal of sports sciences》2017,35(17):1691-1696

Research on children’s physical self-concept (PSC) is increasingly recognised as an important field of psychology. However, there is a lack of instruments suitable for younger children at elementary school age. In the present study, a short German 21-item Physical Self-Concept-Questionnaire for children (PSCQ-C) was tested measuring seven specific facets of elementary school children’s PSC (strength, endurance, speed, flexibility, coordination, physical appearance, global sport competence). A number of 770 elementary school children aged 8–12 years completed the PSCQ-C. Results showed good psychometric properties and high reliabilities of the seven scales. Confirmatory factor analysis revealed that the presumed 7-factor model fitted the data best compared to a global 1- and 2-factor model. Also, full measurement invariance was strongly established. Correlations among the seven scales were mainly moderate. Gender differences were suggestive of developmental trends that are consistent with prior studies. These results provide support that the PSCQ-C is a confidential instrument with sound psychometric properties measuring seven specific facets of elementary school children’s PSC.  相似文献   

Critical perspectives on curriculum work in Australia and New Zealand     

Noel Gough 《课程研究杂志》2013,45(3)

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Youth culture of hostility: Discourses of money,respect, and difference     

Annette Hemmings 《International journal of qualitative studies in education》2013,26(3):291-307

This paper describes the youth culture of hostility produced by low-income and working-class African-American and White students in two urban public high schools. High school seniors were observed during the school day and participated in interviews where they described criminal activities, racism, sexual harassment, and other student hostilities taking place in corridors and classrooms. Poststructural data analysis revealed that what appeared to be senseless acts of violence were shifting adaptations rooted in prevailing discourses of money, respect, and difference. Hostilities were among the many discourse-driven adaptive strategies constructed by urban youths in school sites situated in hostile socioeconomic conditions.  相似文献   

Thinking/acting locally/globally: Western science and environmental education in a global knowledge economy     

Noel Gough 《International Journal of Science Education》2013,35(11):1217-1237

This paper critically appraises a number of approaches to 'thinking globally' in environmental education, with particular reference to popular assumptions about the universal applicability of Western science. Although the transnational character of many environmental issues demands that we 'think globally', I argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. The production of a 'global knowledge economy' in/for environmental education can then be understood as creating transnational 'spaces' in which local knowledge traditions can be performed together, rather than as creating a 'common market' in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse.  相似文献   

35. Jahrestagung der North American Society for Sport History     

Annette R. Hofmann 《Sportwissenschaft》2007,37(3):355-358

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Foreword     

Annette R. Hofmann  Gerald Gems  Maureen Smith 《国际体育史杂志》2015,32(4)

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