The benefit of combining teacher-direction with contrasted presentation of algebra principles     

Ziegler  Esther  Edelsbrunner  Peter A.  Stern  Elsbeth 《European Journal of Psychology of Education - EJPE》2021,36(1):187-218

European Journal of Psychology of Education - Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material,...  相似文献   

Case-based reasoning and instructional design: Using stories to support problem solving   总被引：2，自引：0，他引：2  

David H. Jonassen  Julian Hernandez-Serrano 《Educational technology research and development : ETR & D》2002,50(2):65-77

With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for task analysis and models for designing instruction are needed. An important methodology for both entails the elicitation, analysis, and inclusion of stories as a primary form of instructional support while learning to solve problems. Stories are the most natural and powerful formalism for storing and describing experiential knowledge that is essential to problem solving. The rationale and means for analyzing, organizing, and presenting stories to support problem solving are defined by case-based reasoning. Problems are solved by retrieving similar past experiences in the form of stories and applying the lessons learned from those stories to the new problems. In this paper, after justifying the use of stories as instructional supports, we describe methods for eliciting, indexing, and making stories available as instructional support for learning to solve problems.  相似文献   

从经济学角度重新审视美国教育的公共目的   总被引：3，自引：0，他引：3  

David Stern  陈小红 《教育与经济》2006,(2):1-5

教育是公共产品还是私人产品近年来受到广泛的讨论,本文从经济学的角度回顾了美国教育的目的。中小学教育的公共性主要体现在公民教育;高等教育的公共性主要体现在知识创造和文化传承;职业教育的公共性主要体现在培养合格的劳动者。教育应该重新强调其公共性。  相似文献   

Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations     

Julian Roelle  Kirsten Berthold 《Instructional Science》2016,44(2):147-176

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Positive and negative aspects of relationship quality and unprotected sex among young women     

Sonya S. Brady  Sandra K. Gruber  Julian A. Wolfson 《Sex education》2016,16(6):586-601

The aim of this study was to examine both positive and negative aspects of relationship quality in relation to condom use. Sexually active young women aged 14–18 years (n = 111; 34% non-white) were recruited from community clinics and schools in the Midwest USA and provided data via an online survey. The number of unprotected sex acts in the past month with the most recent male partner was regressed on relationship quality with that partner, adjusting for demographics and other characteristics. Negative relationship quality was associated with a greater number of unprotected sex acts among women reporting a low level of positive relationship quality and among women taking hormonal/IUD contraception. Positive relationship quality was associated with unprotected sex among women who reported multiple partners in the past month. Both positive and negative aspects of relationship quality may confer risk for unprotected sex. This risk appears to be modified by patterns of contraceptive use and other sexual behaviours. Health professionals and sexual health educators may be more effective in promoting condom use if they ask questions about both positive and negative aspects of young people’s relationship quality and tailor their conversations based on the responses received.  相似文献   

Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing     

Wilma C. M. Resing  Kirsten W. J. Touw  Jochanan Veerbeek  Julian G. Elliott 《教育心理学》2017,37(2):173-191

This study investigated potential differences in inductive behavioural and verbal strategy-use between children (aged 6–8 years) from indigenous and non-indigenous backgrounds. This was effected by the use of an electronic device that could present a series of tasks, offer scaffolded assistance and record children’s responses. Children from non-indigenous ethnic backgrounds, starting at a lower level, profited as much from dynamic testing as did indigenous children but were unable to progress to the standard of this latter group. Irrespective of ethnic group, dynamic testing resulted in greater accuracy, fewer corrections, and reduced trial-and-error behaviour than repeated practice. Improvements in strategy-use were noted at both the group and individual level. After dynamic training, children from both ethnic groups showed a superior capacity for inductive reasoning although indigenous children subsequently used more inductive strategies. The study revealed individual differences between and within different ethnic groups and variability in the sorts of help required and subsequent strategy progression paths.  相似文献   

The effect of articulation agreements on community college transfers and bachelor’s degree attainment     

Jonathan M. B. Stern 《Community College Journal of Research & Practice》2016,40(5):355-369

For more than a century, community colleges have provided a postsecondary education alternative to the traditional, 4-year university. Enrolling disproportionate numbers of both disadvantaged and nontraditional students, the community college sector has seen unparalleled gains in enrollment over the past few decades. Along with these increases in enrollment, there has been a shift in focus toward transfer to 4-year institutions, as well as the development of articulation agreements. Established in order to ease the transfer process from community colleges to 4-year colleges/universities—for those students interested in obtaining a bachelor’s degree—these agreements currently exist in more than 30 states. Via two-level, hierarchical linear modeling, this article examines the student and school level characteristics of community colleges that affect transfer and bachelor’s degree attainment rates. Also examined is the impact of articulation agreements. Ultimately, while articulation agreements are not found to yield a significant effect on transfer rates, they are found to have significant, positive effects on bachelor’s degree attainment rates.  相似文献   

Factors that contribute to community members’ support of local nature centers     

Matthew H. E. M. Browning  Marc J. Stern  Nicole M. Ardoin  Joe E. Heimlich 《Environmental Education Research》2018,24(3):326-342

Nature centers can serve as valuable community institutions if they are seen as providing important services to the community. Through survey research in communities surrounding 16 nature centers in the United States, we examine the attitudes, behaviors, and beliefs that drive hypothetical support for nature centers from local residents. Respondents who recognized centers as institutions that provide opportunities for leisure and connection with nature; contribute to civic engagement; and bolster local economies, community pride, and aesthetics reported the greatest likelihood of donating, volunteering, or responding to threats at local centers. Additional predictors of support included positive evaluations of staff members, perceptions of positive attitudes toward the center held by other community members, familiarity with center activities, pro-environmental attitudes, and past donation or volunteering. The findings highlight the potential returns for centers that expand their activities and operations beyond more traditional roles of providing nature-based outdoor recreation and environmental education experiences.  相似文献   

Helping,Sharing, and Comforting in Young Children: Links to Individual Differences in Attachment     

Jonathan S. Beier  Jacquelyn T. Gross  Bonnie E. Brett  Jessica A. Stern  David R. Martin  Jude Cassidy 《Child development》2019,90(2):e273-e289

Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality.  相似文献   

Development and validation of scales to measure environmental responsibility,character development,and attitudes toward school     

Robert Baxter Powell  Marc J. Stern  Brian D. Krohn  Nicole Ardoin 《Environmental Education Research》2011,17(1):91-111

This investigation examines the use of structural equation modeling (SEM) procedures to develop and validate scales to measure environmental responsibility, character development and leadership, and attitudes toward school for environmental education programs servicing middle school children. The scales represent outcomes commonly of interest to environmental education programs and also to after‐school and positive youth development activities. First, we developed the scales using confirmatory factor analysis (CFA) and then we used multi‐group longitudinal CFA to cross‐validate the model with data collected before participation in the environmental education program, immediately after the program, and three months later. The results support a three‐factor model, producing three scales that appear to be valid and reliable.  相似文献