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Pinto Giuliana Tarchi Christian Bigozzi Lucia 《European Journal of Psychology of Education - EJPE》2020,35(1):137-154
European Journal of Psychology of Education - This study presents an original genre awareness intervention for kindergarten children. The efficacy of the intervention was tested on children’s... 相似文献
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Principles of Integrated Instruction for Engagement in Reading 总被引：1，自引：0，他引：1
John T. Guthrie Kathleen E. Cox Emily Anderson Kelly Harris Susan Mazzoni Leslie Rach 《Educational Psychology Review》1998,10(2):177-199
Our purpose in this article is to propose a set of design principles to serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we believe is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of a set of features of the classroom context including: conceptual themes, real-world interactions, self-direction, interesting texts, social collaboration, self-expression, cognitive strategy instruction, time for engaged reading, and coherence. We present empirical support from the educational psychology literature for each principle. For illustration, we provide a brief depiction of each principle functioning within a framework of Concept-Oriented Reading Instruction (CORI). We emphasize that each principle is dependent on several others, and we describe how the functioning of each principle is contingent on the occurrence of several affiliated principles in the vignettes of CORI. 相似文献
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Giuliana Mazzoni 《European Journal of Psychology of Education - EJPE》1998,13(1):43-60
Children can easily be made to believe that they have seen or experienced something that they never did. This phenomenon is called the misinformation effect. In this paper I examine the mechanisms underlying the misinformation effect in 6- and 9-year-old children, by investigating the influence of two metacognitive variables, source monitoring and self-efficacy, on child suggestibility (Experiment 1). Several investigations have reported that source monitoring is one factor at play in creating the misinformation effect. As for self-efficacy, this is the first attempt to investigate its relationship with memory suggestibility. It is demonstrated that source monitoring is related to memory suggestibility in younger children, whereas self-efficacy plays a role in suggestibility mainly in older children. This indicates that suggestibility may be due to two different mechanisms at the two ages examined. Experiment 2 was designed to test this age-interactive hypothesis. Results confirmed that the misinformation effect in younger children was mainly due to genuine memory errors, whereas in older children it was mainly due to acceptance of the misleading information. 相似文献
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Ca(OH)2 particles with submicrometric dimensions (nanolimes) are recently introduced in cultural heritage conservation, in order to improve lime treatments. Lime nanoparticles are typically produced by a chemical precipitation process in supersaturated aqueous solutions of the reactants (calcium chloride [CaCl2] and sodium hydroxide [NaOH]); water is then partially substituted with 2-propanol in order to improve stability and to reduce a random orientation of the particles. Aim of the present work is to analyse the influence of the nanolime suspensions concentration on the carbonatation process, in relation to the residual water content too. The obtained lime nanoparticles are characterised by X-rays diffraction (XRD) and profile analysis. Afterwards, the influence of the suspension concentration on stones protective treatments is evaluated: alcoholic nanolime suspensions, characterised by different concentration values, are applied on several natural lithotypes. Standard tests are performed to estimate the superficial consolidation and the protective treatment effectiveness: “Scotch tape test” (STT) and capillarity test. Porosimetric investigations are performed too. 相似文献
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Giuliana Dettori 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):E6-E6
Multimodal composing in classrooms aims to encourage school teachers to change their view of literacy, through the analysis of experiences of multimodal literacies in a variety of learning contexts. Literacy entails not only reading and writing, but, working in different modes, effectively expressing oneself and understanding others’ expressions. Developing multimodal literacies is a powerful tool to foster learning and understanding and hence to improve school education. If what this book is about is likely to appeal to you, I recommend that you arrange to borrow a copy for a while. Giuliana Dettori 相似文献
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Giuliana Dettori 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):E131-E132
This interesting book addressed to teachers and researchers committed to improve secondary education gives an account of how two schools in England successfully engaged in the development of a new curriculum apt to favour creative teaching, i.e. the use of imaginative approaches to make learning more interesting, effective, supportive of students’ growth and fostering their capacity to be creative. If the content of this book is likely to be relevant to you, I recommend that you borrow a copy. Giuliana Dettori 相似文献
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Giuliana Dettori 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):E179-E179
This interesting book, addressed to school teachers and technology leaders, aims to build awareness of what are inappropriate behaviours in technology use and why they are potentially dangerous. Digital citizenship—the application of norms for productive and appropriate technology use—is relevant to all in our technology‐rich society, and should be an integral part of technology education. If this book is likely to be relevant to you, I recommend you borrow a copy. Giuliana Dettori 相似文献