Representation of situations involving changes sequence: A didactic interdisciplinary intervention     

Nadine Bednarz  Catherine Garnier 《European Journal of Psychology of Education - EJPE》1993,8(2):135-149

Our previous research, conducted in various fields, demonstrates the obvious difficulties children encounter when they must achieve, in a collective game situation, coordinated motor actions (Garnier, 1989) or solve additive problems in mathematics involving changes sequence (Bednarz Schmidt, & Dufour-Janvier, 1989b; Poirier & Bednarz. 1991a, b). These investigations show the children’s extreme centration on the states, and a global non anticipation of the situations that lead them to act punctually and sequentially. The didactic intervention that was developed in view of these difficulties, integrating sociomotor and mathematics activity, aims to develop the cognitive processes of decentration and anticipation on the basis of the resolution of these situations. In the pedagogical approach undertaken on 30 grade three children (8–9 years old), the social actions and interactions played a major part in the development of the aimed processes and in the elaboration of the representation of underlying relations to the situations involved (games and problems). A sociomotor examination (collective game) and a written examination in mathematics, carried out before and after the experiment, show, along with the qualitative analysis achieved during the intervention, the evolution of the child jaced with the aimed processes.  相似文献   

Erratum to: Urban High School Student Engagement through CincySTEM iTEST Projects     

Beckett  Gulbahar H.  Hemmings  Annette  Maltbie  Catherine  Wright  Kathy  Sherman  Melissa  Sersion  Brian 《Journal of Science Education and Technology》2016,25(6):1008-1008

Journal of Science Education and Technology -  相似文献   

A systematic literature review of faculty development for teacher educators     

Tam T. Phuong  S. Catherine Cole  Jill Zarestky 《高等教育研究与发展》2018,37(2):373-389

Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick’s training evaluation taxonomy. We found that North American universities provide the most empirical evidence about FD activities, focusing on technology integration in teaching and pedagogical skill improvement. Formal programs, such as serial workshops and developmental relationship, were reported with high frequency, compared to self-directed learning and organizational development activities. Empirical research was heavily based on self-reported, qualitative data and emphasized individual-level outcomes. There is a lack of information regarding the impact of FD activities for teacher educators on subsequent student learning or the downstream effect on school systems. Similarly, institutional involvement in FD remains largely unexplored. We conclude with robust recommendations for research and practice.  相似文献   

Fostering Faculty Collaboration in Learning Communities: A Developmental Approach     

Catherine B. Stevenson  Robert L. Duran  Karen A. Barrett  Guy C. Colarulli 《Innovative Higher Education》2005,30(1):23-36

Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics  相似文献   

Do Embedded Assessments in a Dual‐Level Food Chemistry Course Offer Measurable Learning Advantages?     

Philip G. Crandall  Jeffrey A. Clark  Catherine W. Shoulders  Donald M. Johnson 《Journal of Food Science Education》2019,18(3):67-70

The 2011 passage of the Food Safety Modernization Act requires managers to teach and verify that employees have learned and are engaged in science‐based food safety behaviors. Instructors using embedded assessments such as clickers can receive immediate feedback on how well learners understand what is being taught, allowing instructors to provide immediate, additional clarification and motivation. The objectives of this study were to: design and implement embedded assessment learning activities for each lecture objective in a combined undergraduate/graduate‐level, food chemistry course; measure students’ performance on three online examinations; and compare students’ performance on objectives reinforced by embedded assessment techniques against those objectives receiving traditional emphasis. For Exam 1, embedded assessment questions averaged 80.0% and traditional emphasis questions averaged 76.4%; for Exam 2, embedded assessment questions averaged 84.6% and traditional emphasis questions averaged 80.6%; and for Exam 3, embedded assessment questions averaged 85.9% and traditional emphasis questions averaged 73.7%. Pooling scores over all exams gave a grand mean of 83.6% for embedded assessment questions and 77.2% for traditional questions. As hypothesized, the average scores on questions reinforced by embedded assessment were considerably higher, 8.3% overall, with significantly (P < 0.05) higher scores. During lectures, students commented on the embedded assessments that then led to further discussion of any unclear points. When the class did poorly, operationalized as less than 80% correct, they petitioned to get a “do over” on the embedded assessment question after a clarifying discussion. Because the students became managers of their own learning, through embedded assessments, it is hoped that they will become more proficient instructors.  相似文献   

Phantoms and fabrications:young children's detection of implausible lies     

Lee K  Cameron CA  Doucette J  Talwar V 《Child development》2002,73(6):1688-1702

The present study investigated whether young children are gullible and readily deceived by another's lies. Specifically, this study examined whether young children believe a lie teller's statement when the statement violates their developing knowledge of a distinction between reality and fantasy. In the first three experiments 3- to 6-year-olds (N = 293) were presented with either a story or a live staged event in which an individual made an implausible statement about a misdeed (claiming that a ghost jumped out of a book and broke a glass). A significant age effect was obtained: 5- and 6-year-olds tended to report that the individual who made the implausible statement had actually committed the misdeed, whereas 3- and 4-year-olds tended to accept the claim of the protagonist. Experiment 4 revealed that 5- and 6-year-olds (N = 43) not only disbelieved an individual's implausible statement but also inferred that the individual was lying and had a deceptive intent. In contrast, Experiment 5 revealed that 3- and 4-year-olds (N = 41) had difficulty disbelieving an individual's implausible claim about an inanimate object (i.e., the claim that a chair came alive and broke the glass). The findings suggest that 5- and 6-year-olds are not so gullible as previously thought, and that they use their well-developed real-world knowledge to detect scapegoating lies. In contrast, many younger children tend to believe another's implausible lies, perhaps due to the fact that the knowledge needed to detect such lies has not yet been consolidated.  相似文献   

Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors          下载免费PDF全文

Amanda P. Williford  Jennifer LoCasale‐Crouch  Jessica Vick Whittaker  Jamie DeCoster  Karyn A. Hartz  Lauren M. Carter  Catherine Sanger Wolcott  Bridget E. Hatfield 《Child development》2017,88(5):1544-1553

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

Child care providers' reasoning about misbehaviors: Relation to classroom control strategies and professional training     

M. Catherine Scott-Little  Susan D. Holloway 《Early childhood research quarterly》1992,7(4)

  相似文献   

STUDENT PERCEPTIONS OF CHILLING PRACTICES IN SEX-ATYPICAL MAJORS     

Serex  Catherine P.  Townsend  Barbara K. 《Research in higher education》1999,40(5):527-538

This study examined the possibility that notonly women, but also men, face what Hall and Sandler(1982) call chilling behaviors when theyare students in a major considered nontraditional oratypical for their sex. The population for this studywas all upper-level students (N = 1,992) in accounting,education, engineering, and nursing at a publicuniversity in the mid-South. A random sample of females and males, or a total of 426 junior and seniorfull-time and part-time students in these majors, wasmailed a survey about chilling practices in their major.Analysis of variance was used to clarify the relationships between the independent variablesof students' sex and academic discipline and theinteraction of students' sex and academic discipline andthe dependent variable of perception of practices in their major. The findings indicated that,regardless of their sex, students in these majors didnot perceive practices in their major to bechilling. However, there was a differencein perceptions as a function of major. Both education andnursing students perceived a warmerenvironment in their major than did accounting andengineering students. The pattern was the same for bothfemales and males since there was no interaction of sex andacademic discipline.  相似文献   

Burns as a manifestation of child abuse     

Catherine Ayoub  Donald R. Pfeifer 《Child abuse & neglect》1979,3(2):477-482

  相似文献