Children's conceptions of color     

Elsa Feher  Karen Rice Meyer 《科学教学研究杂志》1992,29(5):505-520

An examination of children's notions about light and visual phenomena shows the existence of mental models, that is to say, ways of thinking that are consistent and pervasive. These naive conceptual schemes, used by different children to explain similar phenomena, determine the kinds of responses given by the children in problem-solving situations. In this article we study children's ideas about colored objects and colored shadows, with special attention to the ways in which these ideas are organized into mental models. The elucidation of these models provides valuable instructional tools that serve to assess and to confront students' naive conceptions. This work was carried out in a science museum at the site of interactive exhibits that show unexpected effects. Children who visited the museum were engaged in problem-solving situations that involved predictions, explanations, and manipulations of the exhibit.  相似文献   

暮色(节选)     

Stephenie Meyer  寒星 《英语辅导》2008,(11)

去年哈利·波特系列的最后一本书面市时哈迷当然疯狂了一把.可是那之后的空虚似乎无法填补。幸好号称继《哈利·波特》后最受欧美青少年欢迎的畅销小说——暮光之城系列出现了!美国女作家斯蒂芬妮·梅尔笔下扣人心弦的暮光之城系列(The Twilight Saga)讲述了中学生贝拉与青春帅气的吸血鬼爱德华之间的浪漫爱情故事。本期美文共享特别为大家带来该系列的第一本——《暮色》的节选。Enjoy it!  相似文献   

Teachers’ professional learning to affirm transgender,non-binary,and gender-creative youth: experiences and recommendations from the field     

Elizabeth J. Meyer  Bethy Leonardi 《Sex education》2018,18(4):449-463

Abstract

This paper critically examines the professional learning needs called for by educators working to support transgender, non-binary, and gender-creative (trans) youth and makes recommendations for practice. Interviews were conducted with 26 educators (preschool to secondary) who have worked directly with trans students (any child whose behaviour does not match stereotypes for their sex category assigned at birth, or who identifies with a gender different from their sex category assigned at birth). We examine two new concepts related to professional learning and educator preparation that emerged from theorising the data and related literature: pedagogies of exposure and culture of conversation. The limits and possibilities offered by these approaches are critically examined through the research base on teacher learning. Recommendations are made for teacher preparation, professional development and related practices to better create and sustain learning environments that affirm gender diversity.  相似文献   

Promoting Inclusion Via Cross‐Group Friendship: The Mediating Role of Change in Trust and Sympathy          下载免费PDF全文

Jeanine Grütter  Luciano Gasser  Antonio Zuffianò  Bertolt Meyer 《Child development》2018,89(4):e414-e430

To understand the conditions fostering positive outcomes of inclusive schooling, this two‐wave study examined the role of individual change in trust and sympathy for adolescents' cross‐group friendships and inclusive attitudes toward students with low academic achievement. Cross‐group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (M_{age T1} = 11.54 years, M_{age T2} = 12.58 years) from 61 school classes. Results from a parallel latent change score model revealed that the number of cross‐group friendships positively related to individual change in trust and sympathy; this growing trust and sympathy in turn predicted adolescents' inclusive attitudes. These findings are discussed regarding theories of intergroup contact and inclusive schooling.  相似文献   

Teachers’ Perceptions of the Benefits of Home Visits for Early Elementary Children   总被引：1，自引：0，他引：1  

James A Meyer  Mary Beth Mann 《Early Childhood Education Journal》2006,34(1):93-97

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Exact Small-Sample Differential Item Functioning Methods for Polytomous Items With Illustration Based on an Attitude Survey   总被引：1，自引：0，他引：1  

J. Patrick Meyer  Huynh Huynh  Michael A. Seaman 《Journal of Educational Measurement》2004,41(4):331-344

Exact nonparametric procedures have been used to identify the level of differential item functioning (DIF) in binary items. This study explored the use of exact DIF procedures with items scored on a Likert scale. The results from an attitude survey suggest that the large-sample Cochran-Mantel-Haenszel (CMH) procedure identifies more items as statistically significant than two comparable exact nonparametric methods. This finding is consistent with previous findings; however, when items are classified in National Assessment of Educational Progress DIF categories, the results show that the CMH and its exact nonparametric counterparts produce almost identical classifications. Since DIF is often evaluated in terms of statistical and practical significance, this study provides evidence that the large-sample CMH procedure may be safely used even when the focal group has as few as 76 cases.  相似文献   

Extinction of the overshadowing CS after overshadowing in conditioned taste aversion     

Todd R. Schachtman  Wesley J. Kasprow  Robert C. Meyer  Mark J. Bourne  Julie A. Hart 《Learning & behavior》1992,20(3):207-218

Using a conditioned taste aversion preparation overshadowing of flavor-illness association was produced through the presentation of a second flavor during the interval between the first flavor and illness. The modulatory effects of extinguishing the association between the second (over-shadowing) flavor and illness on conditioned responding to the target flavor was investigated. In Experiment 1, we found that, following one-trial overshadowing, extinction of the overshadowing flavor had no effect on conditioned responding to the target flavor. In Experiment 2, we found a similar absence of an effect of extinction of the overshadowing stimulus in a multitrial over-shadowing paradigm. Experiment 3 confirmed the results of Experiments 1 and 2 using conditioning parameters that were designed to weaken the association between the overshadowed flavor and illness. In Experiments 4 and 5, we used simultaneous presentation of the flavors during conditioning and obtained a weakened aversion to the overshadowed flavor when the overshadowing CS was extinguished. These findings are inconsistent with previous observations in conditioned fear preparations that suggest that extinction of the association between the overshadowing stimulus and the unconditioned stimulus attenuates overshadowing. Possible reasons for the discrepant results are discussed.  相似文献   

Individual study orchestrations and their association with learning outcome     

J. H. F. Meyer  P. Parsons  T. T. Dunne 《Higher Education》1990,20(1):67-89

In this study a synthesis of research into student learning at the individual level is used to derive a general categorisation rule that can be applied to individual study orchestrations. The term orchestration is introduced in this study to indicate that the association of constructs that represent approaches to studying at an individual level is a context-specific response and is affected by the qualitative level of perception of the individual towards certain key elements of learning context. In the first part of this study the association between context-dependent study orchestrations and learning outcome, and between deep perceptions of learning context and learning outcome, is established. In the second part of this study the general categorisation rule is empirically validated by means of an unfolding analysis that sets out to illuminate the variability of individual study orchestrations as well as the group study orchestrations of academic achievers and failures.It is concluded that learning outcome is associated with categorisations of individual study orchestrations/contextual perceptions. Furthermore, based on an unfolding analysis of academic achievers and failures, it is concluded that academic success is associated with a well defined meaning orchestration coupled with a holistic perception of learning context, while academic failure is associated with the disintegration of such an orchestration/perception.  相似文献   

Limited representation of individuals with disabilities in early childhood classes: alarming or status quo?     

Paddy C. Favazza  Michaelene M. Ostrosky  Lori E. Meyer  SeonYeong Yu  Chryso Mouzourou 《International Journal of Inclusive Education》2017,21(6):650-666

UNICEF’s new Millennium Development Goals and Beyond (2015. http://www.un.org/millenniumgoals/) focus on the needs of the largest marginalised minority, individuals with disabilities, challenging us to examine issues related to exclusion and develop strategies for making an authentic sense of belonging and high-quality early childhood education a reality for over 93 million children with disabilities (United Nations Children’s Fund. 2006. Convention on the Rights of Persons with Disabilities. http://www.un.org/disabilities/default.asp?id=150). A first step in addressing stigma and the exclusion of individuals with disabilities is to examine materials in environments, given that positive representation in books and media contributes to a sense of belonging, increased self-esteem, and greater understanding of and attitudes towards others. Historically, the portrayal of individuals with disabilities in the literature and media has been absent or negative while the number of children with disabilities in early childhood classes has steadily increased. In this study, the representation of individuals with disabilities in school materials was examined in 32 kindergarten classes using the Inventory of Disability Representation (Favazza, P. C., and S. L. Odom. 1997. “Promoting Positive Attitudes of Kindergarten-Age Children Toward People with Disabilities.” Exceptional Children 63: 405–418). Two classrooms (6%) had moderate representation, 22 classrooms (69%) had low representation, and 8 classrooms (25%) had no representation of disabilities. Implications for practice and research are presented in light of the current focus on disability rights and becoming a more inclusive society.  相似文献   

Marketing and the Fine Arts – Inventory of a Controversial Relationship     

Jörn-Axel Meyer  Ralf Even 《Journal of Cultural Economics》1998,22(4):271-283

This study concentrates in part on the market of fine arts. First, fine arts will be defined from a marketing point of view and peculiarities in the market of fine arts will be analysed empirically and theoretically. Certain aspects of marketing theory are discussed regarding their significance for the fine arts. Results of an empirical study of galleries and artists will be presented. It will be shown, whether and how artists are involved in marketing, how successful they are and what prerequisites to marketing the artists have.  相似文献