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51.
In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation. 相似文献
52.
AbstractThe subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district. 相似文献
53.
54.
The purpose of this study was to investigate the effects of some factors that influence English as Second Language (ESL) readers’ ability to resolve anaphoric expressions. Fifty full-time ESL students randomly drawn from three different proficiency levels served as unpaid volunteers for the project. Data were elicited by means of multiple-choice and cloze tests. The experimental design contains one between-subjects factor (proficiency level) and three within-subjects factors, all orthogonally manipulated (number of antecedents, case of pronominal anaphor, and propositional distance from antecedent). A four-way mixed ANOVA for the multiple-choice tests indicated significant effects for proficiency level, case of anaphor, and the interaction of case and number of antecedents. A similar four-way ANOVA for the cloze tests indicated significant effects for proficiency level, number of antecedents, case of anaphor, distance from antecedent, and for the interactions of case and antecedents, antecedents and distance, and case and distance. Similarities in the findings from this study and other first and second language studies are noted. Latent trait measurement procedures were employed to produce a rank order of difficulty for the different item types examined in this study. 相似文献
55.
3-year-old children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Significantly more shame was shown when subjects failed easy tasks than when they failed difficult tasks, and significantly more pride was shown when subjects succeeded on difficult than on easy tasks. While there were no sex differences in task failures, girls showed more shame than boys. There were no sex differences in pride when subjects succeeded. 相似文献
56.
Sexual abuse of deaf youth 总被引:1,自引:0,他引:1
57.
Robert D. Hannafin Howard J. Sullivan 《Educational technology research and development : ETR & D》1995,43(1):19-30
This study investigated the effects of two types of control over instruction (learner and program) and two modes of instructional
programs (lean and full) on the achievement, option use, and time-in-program of 274 high-ability and low-ability students
from grades 9 and 10. The basic instructional program in geometry was delivered by computer. Subjects under learner control
scored significantly higher on the program posttest than those under program control, spent significantly more time in the
program, and liked it better. Learner-control subjects appeared to “trust” their given version of the program, viewing many
more optional screens in the full version than those in the lean one. High-ability learners adapted their study behavior to
the lean version under learner control by choosing significantly more optional screens than their low-ability counterparts.
This research was conducted while he was a graduate student at Arizona State University where Howard J. Sullivan is a professor
in Learning and Instructional Technology. 相似文献
58.
This study investigated the effect of depth of processing on second-language reading comprehension. It was hypothesized that questions which entailed shallow cognitive processing would be easier to answer than questions which entailed deeper cognitive processing. Three of the four research hypotheses were confirmed. Previous training (or lack of it) may account for why one of the predictions was not confirmed. This paper concludes with a cautionary note about the types of reading performance teachers can expect, and the recognition of open-ended testing techniques in secondlanguage reading assessment. 相似文献
59.
Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(3):265-286
This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program)
on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers.
Students were blocked by preference-for-control scores and randomly assigned to either a learner-control or program-control
version of instruction. A significant three-way interaction (prior knowledge × preference scores × type of control) revealed
that students with high prior knowledge achieved better on the posttest when their preference for control was matched with
the type of control they received, whereas students with low prior knowledge achieved better when their preference was mismatched.
A significant three-way interaction on attitude reflected the same pattern found in the interaction for achievement scores.
The overall results indicate that matching learner preference to the type of program they receive is an effective strategy
for high-prior-knowledge students but not for those with low prior knowledge.
相似文献
Howard SullivanEmail: |
60.