The Development of Message Evaluation Skills in Young Children   总被引：1，自引：0，他引：1  

Carole R. Beal  Susan L. Belgrad 《Child development》1990,61(3):705-712

The goal of this research was to learn if young children overestimate message quality because they evaluate their knowledge or assumptions about the intended meaning of the message, rather than its literal meaning. 2 experiments were conducted with preschoolers (4 years) and kindergartners (5-6 years). Second graders (8 years) also participated in the first experiment. Children evaluated the communicative quality of informative, ambiguous, and ineffective picture messages in a simple communication game. In the first experiment, children knew the intended referent when they evaluated the message. The results showed that younger children overestimated the informativeness of the ambiguous and ineffective messages, while older children evaluated message quality accurately, even though they knew the intended meaning. In the second experiment, younger children detected more of the message ambiguities when they did not know the target referent than when they were informed of the intended interpretation. The results suggest that young children overestimate message quality because they evaluate their interpretation of the message rather than its literal meaning.  相似文献   

Meaning Making and “The Learning Paradigm”: A Provocative Idea in Practice     

Frank A. Fear  Diane M. Doberneck  Carole F. Robinson  Kathleen L. Fear  Robert B. Barr  Heather Van Den Berg  Jeffrey Smith  Robert Petrulis 《Innovative Higher Education》2003,27(3):151-168

Amidst the considerable literature published on institutional change in undergraduate teaching and learning, an article co-authored by Robert Barr and John Tagg in 1995 stands out. The authors offered a vision and —perhaps most importantly—gave it a memorable name, the Learning Paradigm. From Teaching to Learning—A New Paradigm for Undergraduate Education is the most frequently cited article in the history of Change. In this article, Barr blended his voice with colleagues who helped initiate Learning Paradigm programs at a public university and in a liberal arts college setting. Through multiple forms of inquiry, including discourse and metaphor analysis, they interpreted the shift from teaching to learning and speculate about its future.  相似文献   

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program     

El-Hamamsy  Laila  Chessel-Lazzarotto  Frédérique  Bruno  Barbara  Roy  Didier  Cahlikova  Tereza  Chevalier  Morgane  Parriaux  Gabriel  Pellet  Jean-Philippe  Lanarès  Jacques  Zufferey  Jessica Dehler  Mondada  Francesco 《Education and Information Technologies》2021,26(3):2445-2475

Education and Information Technologies - Integrating computer science (CS) into school curricula has become a worldwide preoccupation. Therefore, we present a CS and Robotics integration model and...  相似文献   

CAI update     

Carole Bagley  Harold F. Rahmlow 《Performance Improvement》1980,19(3):29-29

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Developing curriculum evaluation research in higher education: Process, politics and practicalities   总被引：1，自引：0，他引：1  

Carole Leathwood  David Phillips 《Higher Education》2000,40(3):313-330

Demands for greater accountability, globalcompetition, and concern about standards have allcontributed to the increasing interest in evaluationin universities in the UK. At the same time, bothpedagogic research and teacher development in highereducation are gaining prominence.This paper describes the initial development of aprogramme of systematic curriculum evaluation researchwithin a `new' university. The focus of the research is a newundergraduate curriculum which emphasises graduateoutcomes and incorporates the development of core`capabilities' within the subject context. Our taskhas been to develop a longitudinal programme ofresearch that will combine both a summative evaluationof educational outcomes with formative evaluation oflearning processes to inform continued curriculumdevelopment.Questions of performance indicators, measurement, andeducational outcomes all come under scrutiny in acontext of multiple purposes and stakeholders, themicropolitics of the university and wider debatesabout the purpose and effectiveness of undergraduateeducation. This paper explores these issues and theirimplications for the development of a curriculumevaluation strategy, describing the initial stages ofthe multi-level longitudinal design that is emerging.  相似文献   

The Effect of Early Intervention Services on Maternal Well-Being     

Marji Erickson Warfield  Penny Hauser-Cram  Marty Wyngaarden Krauss  Jack P. Shonkoff  Carole C. Upshur 《Early education and development》2000,11(4):499-517

In this investigation we examine the relation between intensity, duration, and comprehensiveness of early intervention (EI) services and changes in three aspects of maternal well-being: parenting stress, social support, and family cohesion. Data on the hours, length, and types of services received by a sample of 133 children and families from EI programs in Massachusetts and New Hampshire were gathered from the point of entry into EI to the point of discharge around the child's third birthday. Hierarchical regression analyses were used to determine which measure of EI service intervention contributed significantly to the explained variance in changes in maternal well-being, over and above aspects of the child's functioning and prior levels of maternal well-being. Results indicated that, although greater service intensity was associated with improved family cohesion overall, mothers of children without motor impairment reported greater increases than mothers of children with motor impairment. Service intensity and comprehensiveness predicted significant increases in social support levels. EI services did not have a significant impact on parenting stress. Three practice and policy implications are discussed: building flexibility into EI service provision to be responsive to individual family needs; attending to the accommodations required of families raising a child with a motor impairment; and incorporating other aspects of family functioning into future studies of EI effectiveness.  相似文献   

Patterns of Subject Mix in Higher Education Institutions: A First Empirical Analysis Using the AQUAMETH Database     

Benedetto Lepori  Lukas Baschung  Carole Probst 《Minerva》2010,48(1):73-99

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Introducing Iranian Primary Children to Atoms and Molecules     

Baji  Fatima  Haeusler  Carole 《Research in Science Education》2022,52(4):1387-1418

Research in Science Education - In common with many other countries, the Iranian science curriculum does not introduce primary children to atoms and molecules but instead leaves the teaching of...  相似文献   

Enabling critical reflection on research supervisory practice     

Margot Pearson  Carole Kayrooz 《International Journal for Academic Development》2013,18(1):99-116

This paper describes the development of an instrument—The Reflective Supervisor Questionnaire (RSQ). The RSQ maps the domain of research supervisory practice as a facilitative process involving educational tasks and activities. It is designed to assist research supervisors explore, by means of self‐reflection and reflection on feedback from others, how they practise supervision. In developing the RSQ 58 items were generated describing 5 hypothesised constructs derived from prior research. The resulting instrument was tested on postgraduate research students in 2 institutions. The questionnaire correlated highly with an established questionnaire supervision scale and with an overall satisfaction measure. Four factors identified in an exploratory analysis closely approximated the hypothesised constructs and extended the theoretical framework being developed. These 4 factors identified 4 subsets of facilitative supervisory practice: Progressing the Candidature, Mentoring, Coaching the Research Project, and Sponsoring Student Participation in Academic/Professional Practice. Issues in the interpretation of the findings and the possible usage in academic development programs of an instrument based on them are discussed.  相似文献   

Talk in the primary curriculum: seeking pupil empowerment in current curriculum approaches     

Carole Bignell 《Literacy》2012,46(1):48-55

At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that classroom talk is a powerful means of improving children's success in all areas of the curriculum including writing, this article considers two current approaches to talk in the primary curriculum – Talk for Writing and Towards Dialogic Teaching. In doing so, it critically analyses these texts through the theoretical lens of education as social reproduction with a view to identifying their ideological assumptions about the purpose of talk in the curriculum. Discussion considers how such assumptions may influence classroom practice and contribute to the teachers’ understanding of the role of oracy within the primary classroom. The article concludes that whilst both texts might suggest a socially reproductive approach to education, both have the potential to empower the learner through the skilful implementation of oracy as the foundation of teaching and learning.  相似文献