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71.
In this companion to Marc Schwartz and Kurt Fischer's article, Patricia King and JoNes VanHecke describe how student affairs educators can help students become sophisticated thinkers. 相似文献
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Carroll E. Izard Christopher J. Trentacosta Kristen A. King Allison J. Mostow 《Early education and development》2004,15(4):407-422
Empirical research shows that poor emotional competence is an early risk factor for the development of psychopathology. Numerous school-based prevention programs have been developed with the goal of decreasing behavior problems. Several of these programs include a discrete emotions component, but none of them are solely or primarily guided by emotion theory for their design and implementation. The prevention program described in this paper, the emotions course (EC), is a theoretically-coherent program based on differential emotions theory and is designed to be implemented by teachers in Head Start classrooms. Children participating in a pilot implementation of EC showed larger increases in emotion knowledge and less growth in negative emotion expression than their peers in control classrooms. These findings provide initial support for EC. Future implementations of the program need increased monitoring of implementation fidelity as well as additional methods to assess the success of the program. 相似文献
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Quigley Cassie F. Herro Dani King Elizabeth Plank Holly 《Journal of Science Education and Technology》2020,29(4):499-518
Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the... 相似文献
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金大珍 《陕西师范大学继续教育学报》2004,21(1):54-57
隋朝素以“国计之富”艳称于中国历史,实际上隋的富庶,在某种程度上被夸大了,并不尽属实。隋代速亡,原因何在?或以为就在于其“国计之富”,也不符合史实,隋短祚而亡,原因主要在其内部离心因素过多。 相似文献
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Joyce E. King Thais M. Council Janice B. Fournillier Valora Richardson Chike Akua Natasha McClendon 《International journal of qualitative studies in education》2019,32(2):188-209
Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education. 相似文献
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Six capuchin monkeys were trained on a series of indirect, delayed response problems with delay intervals ranging from 0 to 60 sec. Data were analyzed by sequential state theory in order to quantify random and nonrandom components of the subjects’ response sequences. A tendency of the subjects to repeat responses to the position chosen on the previous trial was a significant source of proactive interference even when effective orienting responses were elicited by the predelay cue. Changes in random and nonrandom response components with increasing delays suggested a two-phase process: the first for delays up to 7 sec characterized by increases in random and nonrandom error-producing responses, and the second for delays greater than 7 sec characterized by increases in random responding only. 相似文献
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Ronnel B. King Dennis M. McInerney Riddhi J. Pitliya 《Educational Psychology Review》2018,30(3):1031-1065
Culture has mostly been neglected in mainstream educational psychology research. In this paper, we argued for the need to cultivate a cultural imagination and provided seven key recommendations for conducting culturally imaginative research. We explained how these recommendations could prove useful in avoiding the two types of errors that trap cross-cultural researchers. The first type is the cultural attribution error which pertains to attributing any observed difference to culture even if culture is not the relevant factor. The second type is the cultural blind spot error which pertains to the failure to see how culture influences psycho-educational processes and outcomes. We proffered seven recommendations to avoid these twin pitfalls. We reviewed the papers published from 2006 to 2016 in four flagship educational psychology journals including the Journal of Educational Psychology, Contemporary Educational Psychology, Cognition and Instruction, and British Journal of Educational Psychology. Our review focused on how educational psychologists have studied culture over the past decade and how the published studies aligned with our seven recommendations. The content analysis indicated that only a small percentage of the articles dealt with culture, most of the studies drew on Western samples, and that almost all studies relied on an etic approach with very few studies using an emic bottom-up perspective. We ended with a justification for why a culturally imaginative educational psychology is urgently needed in an increasingly diverse world. 相似文献
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