Long‐Term Effects of Gestures on Memory for Foreign Language Words Trained in the Classroom     

Manuela Macedonia  Wolfgang Klimesch 《Mind, Brain, and Education》2014,8(2):74-88

Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within‐subject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio‐visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native‐to‐foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch's connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long‐term memory if it is deep, that is, if it is comprised of many interconnected components.  相似文献   

Excavating an injustice?*: nationality/ies,ethnicity/ies and experiences with diversity of initial teacher education applicants and entrants in Ireland in 2014     

Elaine Keane  Manuela Heinz 《欧洲师范教育杂志》2016,39(4):507-527

Diversifying the teaching population is of international concern. Ireland has experienced significant socio-demographic change in the last decades, but we lack adequate data on the backgrounds of student teachers, especially in relation to nationality and ethnicity. In this paper, we examine the nationality/ies, ethnicity/ies and experiences with diversity of Ireland’s 2014 undergraduate primary and postgraduate post-primary initial teacher education (ITE) applicants, entrants and non-entrants, part of the focus of the Diversity in Initial Teacher Education in Ireland national research project. The overwhelming majority of respondents claim Irish only nationality, and are of ‘White Irish’ ethnicity. Respondents’ constructions of their ethnicity privilege nationality and skin colour. The exclusionary constructions of ethnicity of those self-identifying as ‘White Irish’ reveal the heavy influence of Ireland’s post-colonial nationhood. A significant proportion reported having little or no experience with groups different to their own. We end by noting implications on policy, research and ITE programme levels.  相似文献   

Differences in African‐American and European‐American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact?     

Thomas Tretter  Manuela Paechter  Dennis Kubasko  Alexandra Bokinsky  Thomas Andre  Atsuko Negishi 《科学教学研究杂志》2007,44(6):787-799

This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007  相似文献   

Organisational cultures in public and private Portuguese Universities: a case study     

Aristides I. Ferreira  Manuela M. Hill 《Higher Education》2008,55(6):637-650

Perceptions of organisational culture made by three categories of staff playing managerial roles in each of two Portuguese Universities (one public and the other private) were compared using a questionnaire adapted from the Organisational Culture Assessment Instrument and translated into Portuguese. The four scales of the questionnaire, designed to measure the Cultures of Clan, Adhocracy, Hierarchy and Market orientation were found to have adequate internal reliabilities, though a factor analysis raised doubts about the construct (factor) validity of two of the scales (Clan and Adhocracy). Application of a MANOVA to scores on the four scales of organisational culture showed, as hypothesised, that the private university was perceived to have significantly stronger cultures of Market orientation and Hierarchy than the public university. No overall difference was found between the universities for the cultures of Clan and Adhocracy. However, general managerial staff in both Universities perceived the cultures of Clan and Adhocracy to be stronger than was the case for technical managerial staff.  相似文献   

Walk Little,Look Lots: Tuning into Teachers’ Action Research Rhythm     

Annelie Eberhardt  Manuela Heinz 《Studying Teacher Education》2017,13(1):36-51

This article is a narrative résumé of a year-long collaborative critical inquiry into teaching methods with teachers of modern languages in Irish secondary schools. Putting myself, a cultural stranger and first-time qualitative researcher, at the core of this self-study, I discuss first the context and methodological framework of the study to later speak about several aha-moments that shaped my journey. The initial aim of making my participants become action researchers was fulfilled only partially. Because I allowed participants to co-create this action research study in tune with their needs and capacities, I needed to change my expectations. Rather than seeing parts of this study as a failure, given that so far none of my participants published their action research outcomes, I began to embrace an organic approach to continuing professional development that is based on active listening and collaboration.  相似文献   

Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training     

Mathias  Brian  Andrä  Christian  Schwager  Anika  Macedonia  Manuela  von Kriegstein  Katharina 《Educational Psychology Review》2022,34(3):1739-1770

Educational Psychology Review - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures...  相似文献   

‘Doing the Best for the Students’: dilemmas and decisions in carrying out statutory assessment tasks     

Carrie Paechter 《Assessment in Education: Principles, Policy & Practice》1995,2(1):39-52

This paper considers the effects on teachers, students and the curriculum of the experience, in the spring of 1993, of the first extended assessement tasks in Design in Technology in England and Wales. It examines the frustrations experienced and the dilemmas faced by teachers in working on these tasks with students, and their attempts to resolve their resulting role conflicts. It is suggested, that in this case at least, teachers' loyalties to their ideas about good teaching and learning took precedence over the requirement to follow the Government's assessment procedures. This is because teachers felt that the tasks set by the Government were inappropriate both for student learning and for assessing the curriculum which they had followed, and that the ways in which they were expected to carry them out were detrimental both to student learning and to ‘fair’ assessment. It is suggested that in some cases this led to a ‘radicalisation’ of a comparatively conservative group. The effects on the curriculum, the schools and the teachers concerned are critically examined in the light of planned changes in the Design and Technology curriculum.  相似文献   

Power,Knowledge and the Confessional in Qualitative Research     

Carrie Paechter 《Discourse: Studies in the Cultural Politics of Education》1996,17(1):75-84

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Tomorrow’s teachers—selecting the best: An exploration of the quality rationale behind academic and experiential selection criteria for initial teacher education programmes     

Manuela Heinz 《Educational Assessment, Evaluation and Accountability》2013,25(2):93-114

Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers’ background characteristics on entry to their teacher education programme Professional Diploma in Education (PDE) and their achievement in terms of their final academic and teaching practice grades. It draws on a longitudinal analysis of application and examination data collected from eight student teacher cohorts (2000–2007, N?=?1,023) who completed their second-level initial teacher education at one Irish university. Special attention will be paid to the predictive value of entrants’ prior academic performance and teaching experience for their success in the academic as well as practical components of their teacher education course. The quality rationale behind academic selection criteria is contested on the basis of findings from this study. The positive impact of prior teaching experience on teaching practice performance and the differences in achievement observed between students from different academic fields are discussed.  相似文献   

Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching     

Manuela Heinz 《Educational Research and Evaluation》2013,19(3):258-297

Why do individuals all over the world choose to become school teachers? What motivates them to become educators of young people, and how committed are they to this cause when they enter their teacher education courses? Considering that teacher motivation and commitment have been identified as crucial factors for the future success of education and schools (Huberman, 1993 Huberman, M. (1993). The lives of teachers (J. Neufeld, Trans.). London: Cassell Villiers House. [Google Scholar]; Manning & Patterson, 2005 Manning, M., & Patterson, J. (2005). Special publications. Childhood Education, 81, 249–251. doi: 10.1080/00094056.2005.10522284[Taylor & Francis Online] , [Google Scholar]; Rikard, 1999 Rikard, G. L. (1999). Promoting teacher commitment in pre-service teachers. Journal of Physical Education, Recreation & Dance, 70(9), 53–56. doi: 10.1080/07303084.1999.10605969[Taylor & Francis Online] , [Google Scholar]), these are important questions for policy makers and societies to address. This paper provides a systematic and conceptual review of empirical research studies exploring student teachers’ career motivations and commitment in 23 countries from 5 continents. A variety of motivating factors are explored, their relative importance in student teachers’ career decisions is discussed, and differences between various subgroups and cultural contexts are highlighted. Attention is drawn to methodological limitations as well as recent developments in this important area of research.  相似文献