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71.
This paper reports the results of a study of teacher opinions about the features considered important in an ideal textbook.
A survey of Queensland high school teachers revealed that they favoured texts that focus on student cognition and which provide
useful features such as exercises and practical activities. Differences were found between the preferences of Queensland teachers
and the preferences of teachers reported in two American studies. The significance of these differences for writers and publishers
is discussed.
Specializations: communication and cognition in science.
Specializations: science education. 相似文献
72.
73.
Two rhesus monkeys were tested in 6- and 10-item list memory tasks for performance changes as a function of the exposure duration of the list stimuli and the interstimulus interval (ISI) between successive list stimuli. Accuracy increased with longer item exposure duration and tended to decrease with longer ISI duration. Humans, by contrast, typically show increases in accuracy with ISI, a result taken as evidence of rehearsal. The decrease in accuracy for monkeys suggests that they were not using rehearsal processes in these list memory experiments. Further tests in which choice accuracy with predictable ISIs was compared with choice accuracy with unpredictable ISIs also yielded no evidence of rehearsal by the monkeys. This apparent absence of rehearsal mechanisms in monkeys, in situations also shown to support human rehearsal, is discussed as a potential difference in the visual working memory processes of the two species. 相似文献
74.
Catherine Cook‐Cottone 《Psychology in the schools》2006,43(2):223-230
The Attuned Representation Model of eating‐disorder etiology and symptom maintenance is a comprehensive model that can effectively guide prevention and treatment efforts by addressing individual, cultural, and interactive issues. The model integrates the risk factors related to the onset of eating‐disordered behaviors (i.e., biological, psychological, and social) as well as addresses ongoing systemic discordance that plays a significant role in the risk, etiology, and maintenance of eating disorders. To clarify the structure of the model, it is explicated in terms of its fit with the current state of empirical etiological research. After the model is detailed, it is described within the context of the role of the school psychologist in the prevention of eating disorders. Finally, implications for future research are briefly described. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 223–230, 2006. 相似文献
75.
Bryan Hawkins 《The International Journal of Art & Design Education》2002,21(3):209-219
Directions, Volume 18 Number 1 [1] suggests that postmodern theory is beginning to have a significant effect upon educational practice. Atkinson [2] has directed attention towards the effects of both the construction of the subject and the real within art teaching. Much postmodern theory challenges the unitary, pre–existing subject. This paper will argue that the persistence of an ideology of self–expression which asserts that all representation is in connection with (should be read in relation to) a singular, pure, pre–existing self acts to limit our understandings of the complexity of children’s representations and is in conflict with many contemporary positions. Research has centred on the development of ‘out of school’ sketchbooks. Large sketchbooks were given out to nursery and reception children paired with older siblings in primary education. Possible drawing activities and interests were discussed and children were left to develop the sketchbooks at home. Two weeks later (including a half term holiday) the children were interviewed in relation to the drawings developed. The drawings have been considered in relation to contemporary approaches to self and identity. The conclusions of this paper revolve around the possibilities of reading children’s drawing in relation to self and identity through the interaction of social context, discursive practice and agency in a manner which is suggested by Ricouer’s formulation of the social imaginary. Additionally, the substitution of tenacious notions of expression with concepts of agency and contingency grounded in the characteristics of ‘citationality’, articulation and narrative are suggested as a basis for developing the educational potential of drawing. 相似文献
76.
State and territory education departments across Australia have been attempting to respond to reported increases in the levels
of disruption in schools. The problem is considered particularly severe in urban secondary schools. This paper examines the
way in which integration or “mainstreaming” policies have been subverted in order to control disruptive young people by labeling
them as defective. 相似文献
77.
Positive mood and math performance 总被引:1,自引:0,他引:1
Two studies are reported that assessed the impact of positive moods on students' feelings of self-efficacy and math performance. In the first study, 32 black and Hispanic girls and boys in the third to fifth grades, who had been identified by teachers as at risk for school failure, and a control sample of normally achieving classmates served as subjects. In the second study, 15 males and 3 females in junior high and high school attending a private school for students with learning disabilities served as subjects. In both studies, students were randomly assigned to a positive-mood induction condition or a no-treatment control condition. Following this, they completed a measure of self-efficacy for math and were then given 5 minutes to do 50 math problems. In both studies, analyses of covariance using standardized math scores as the adjustor variable found that children in the positive-mood condition completed significantly more problems accurately than children in the no-treatment control condition. In addition, in the junior high and high school sample, students in the positive-mood induction condition expressed greater self-efficacy for math than students in the control condition. The results of these two studies raise many questions about the role of affect, positive and negative, in the learning and performance of students with learning disabilities that researchers and teachers might explore. 相似文献
78.
Stephen David Grover Kelli Cargile Cook Heidi Skurat Harris Kevin Eric DePew 《Technical Communication Quarterly》2017,26(3):242-255
ABSTRACTA common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practice. The authors present how graduate students are prepared to teach writing online at three universities and then synthesize those approaches to highlight three principles that can guide effective OWI preparation for graduate students in any program: immersion, reflection, and failure. 相似文献
79.
University class size: Is smaller better? 总被引:1,自引:0,他引:1
David D. Williams Paul F. Cook Bill Quinn Randall P. Jensen 《Research in higher education》1985,23(3):307-318
This study investigates the relationship between class size and achievement at the college level. Recent meta-analyses have found a strong relationship between class size and student achievement, but few of the studies examined class size larger than 40 or university-age populations. This analysis examines a university's testing-center data-archives representing 305 sections from 24 different courses. Section sizes ranged from 13 to 1,006. A total of 16,230 test scores were analyzed. The results of this investigation reveal that at the college level, class size may be less important an influence on student achievement than some educators have thought. 相似文献
80.
Bryan R. Warnick 《Educational theory》2007,57(1):53-73
A bstract . R.S. Peters's 1966 book Ethics and Education is one of the most significant works in twentieth-century philosophy of education. At least in the United States, however, it is now rarely read or discussed. In this essay, Bryan Warnick looks at the virtues and vices of Ethics and Education , examining some major criticisms of the book in light of key developments in philosophy and educational theory that have occurred since it was first published. He finds that some of the criticisms seem unjustified and overstated, while others can be met with a reading of the text that places its language analysis within a framework of communitarian ethics, a move made possible by rejecting Peters's fact/value dichotomy. This way of reading Ethics and Education reveals an interesting conception of what philosophy of education can be: namely, a sort of normative analytic anthropology. It also shows the value of engaging more with the recent history of philosophy of education. 相似文献