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431.
Katie A. Gilligan-Lee Alice Bradbury Charlotte Bradley Emily K. Farran Jo Van Herwegen Dominic Wyse Laura A. Outhwaite 《Mind, Brain, and Education》2023,17(2):107-116
Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety. 相似文献
432.
Sabine Fabriz Charlotte Dignath-van Ewijk Gregory Poarch Gerhard Büttner 《European Journal of Psychology of Education - EJPE》2014,29(2):239-255
The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students’ self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre–post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students’ academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation. 相似文献
433.
In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils’ understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils. 相似文献
434.
The discussion in this article focuses on representations in Doris Pilkington's Rabbit‐Proof Fence of trauma and reparation, and reflects on processes and strategies involved in teaching undergraduate students about these issues within literary contexts. The article discusses the practice of introducing students to new texts and areas of study, and demonstrates the positive learning outcomes deriving from inclusion of non‐canonical material linked to feminist and postcolonial theoretical and critical discussions. An earlier version of this paper, entitled ‘Rabbit‐Proof Fence: Text and Film’, was given at the Contemporary Women's Writing Network Inaugural Conference, ‘For Love or Money: Contemporary Women's Fiction in the Marketplace’, University of Bangor, April 2006. 相似文献
435.
The aim of the four present experiments was to explore how different schedules of reinforcement influence schedule-induced
behavior, their impact on evaluative ratings given to conditioned stimuli associated with each schedule through evaluative
conditioning, and the transfer of these evaluations through derived stimulus networks. Experiment 1 compared two contrasting
response reinforcement rules (variable ratio [VR], variable interval [VI]). Experiment 2 varied the response to reinforcement
rule between two schedules but equated the outcome to response rate (differential reinforcement of high rate [DRH] vs. VR).
Experiment 3 compared molar and molecular aspects of contingencies of reinforcement (tandem VIVR vs. tandem VRVI). Finally,
Experiment 4 employed schedules that induced low rates of responding to determine whether, under these circumstances, responses
were more sensitive to the molecular aspects of a schedule (differential reinforcement of low rate [DRL] vs. VI). The findings
suggest that the transfer of evaluative functions is determined mainly by differences in response rate between the schedules
and the molar aspects of the schedules. However, when neither schedule was based on a strong response reinforcement rule,
the transfer of evaluative judgments came under the control of the molecular aspects of the schedule. 相似文献
436.
James Law Robert Rush Tom King Elizabeth Westrupp Sheena Reilly 《Child development》2018,89(1):295-309
Oral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions. 相似文献