Developing conceptions of food and nutrition     

Dr Rod Francis  Dr Doug Hill 《Research in Science Education》1993,23(1):77-84

This paper describes an investigation of concepts that various groups hold about food and nutrition. Groups investigated were students in Years 4 and 8, university students in a BEd (primary) program and parents of the Year 4 students. It was found that for many important concepts relating to food selection, the basic ideas of each group were surprisingly consistent, despite the influence of formal education. In particular, misconception about energy and its role in nutrition and particular food groups was an important finding. Implications for school and community education are drawn from the results. Specialization: science curricula.  相似文献   

Relationships between family background problems and school problems and competencies of young normal children     

Mary F. Boike  Ellis L. Gesten  Emory L. Cowen  Robert D. Felner  Raymond Francis 《Psychology in the schools》1978,15(2):283-290

Demographically matched groups of normal, nonreferred children who had, or had not, experienced one of four family background problems (lack of educational stimulation in the home, family pressures to succeed, economic difficulties, and general family problems) were compared on teacher ratings of school maladjustment and competencies. Children with each of these family problems had greater school difficulties and fewer resources than matched controls without such histories. Systematic relations, paralleling earlier findings with referred samples, were found between specific types of family and school problems. Thus, children from homes lacking educational stimulation had higher learning and acting-out problem scores than controls, and children under family pressure to succeed had higher anxiety ratings than controls. Some implications of these findings for prevention were considered.  相似文献   

Drug information and attitudes of delinquent boys     

I. Zweibelson  Francis Coughlin 《Psychology in the schools》1974,11(4):457-461

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Why learning environment matters? An analysis on how the learning environment influences the academic motivation,learning strategies and engagement of college students     

Cayubit  Ryan Francis O. 《Learning Environments Research》2022,25(2):581-599

Learning Environments Research - The current work focused on how the learning environment of college students influenced their academic motivation, choice of learning strategies, and level of...  相似文献   

The achievement gap: The impact of between-class attainment grouping on pupil attainment and educational equity over time     

Jeremy Hodgen  Becky Taylor  Becky Francis  Nicole Craig  Nicola Bretscher  Antonina Tereshchenko  Paul Connolly  Anna Mazenod 《British Educational Research Journal》2023,49(2):209-230

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.  相似文献   

In-house approach to instructional development     

Francis B. Plattner 《Performance Improvement》1993,32(7):11-16

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