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In accord with increasing recognition of the situation specificity of childhood social behaviors, individual and contextual differences in children's responses to potential peer conflict were examined (hostile attribution, behavioral strategies, and affective reactions; N = 367, 9-12 years, 197 girls). Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist's intentions. Multilevel modeling indicated that children's responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict. 相似文献
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Marissa Rollnick 《Research in Science Education》2017,47(4):833-868
This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers’ studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers’ content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers’ PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers’ topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic. 相似文献
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Nadine Bryce Sara E. D. Wilmes Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. 相似文献
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Christine M. McWayne Marissa Owsianik Linnie E. Green John W. Fantuzzo 《Early childhood research quarterly》2008,23(2):173-192
Few researchers have questioned the validity of traditional parenting dimensions (based largely on Baumrind's [Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43–88; Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1–103] work) with economically and ethnically diverse groups, despite the fact that evidence for the utility of these dimensions for predicting child and youth outcomes is equivocal. In this paper, we report on the findings from two independent studies by which we examined the relationship of traditional parenting constructs to children's social–emotional competencies among low-income, urban-residing African American preschool families with measures validated specifically for use with this population. In Study 1, 184 children and their families participated, whereas 210 children and their families participated in Study 2. Contrary to our hypotheses, across these two studies, findings failed to indicate significant relationships between constructs of parenting and children's social and emotional skills. Findings call into question the consequential validity of these constructs for this group and highlight inconsistencies among the larger body of parenting work. Implications for future theory-building and parenting research are discussed. 相似文献
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Rollnick Marissa Dlamini Betty Lotz Sandra Lubben Fred 《Research in Science Education》2001,31(4):553-573
This paper reports an investigation of the status of procedural knowledge in chemistry amongst students entering into bridging programs at two South African universities. The students answered a questionnaire which investigated their perceived reasons for repeating readings and their ideas about handling data. Students also answered a question on laboratory apparatus which was used to assess their laboratory experience. The overall responses were analysed, as well as their relationship to laboratory experience and home language. The findings show that students overall tend to repeat in order to get a recurring reading. Very few students were able to use a line of best fit for a set of graphical data. There is some relationship between their responses and previous laboratory experiences, but little fundamental difference between the responses of the two main language groups. Some implications for tertiary education in chemistry are discussed. 相似文献
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Marissa Rollnick Betty T. Dlamini John Bradley 《International Journal of Science Education》2013,35(8):1202-1224
This paper investigates the process of teacher change in a group of 8 primary school teachers during their exposure to a science, technology and society (STS) approach to teaching Science in Swaziland. The research aimed to establish the effect of support given to teachers in using the approach through a series of workshops, followed by a 5-week supported implementation of the unit ‘matter and energy’. An analysis of the way in which the STS approach impacted on the classroom practice of the teachers yielded 2 outcomes that were hierarchical. First, teacher understanding of the approach was observed to go through levels of unawareness, recognition of differences in approach, utilisation, personalisation and production. Second, the teachers' level of use of the STS approach was observed to have been affected by their levels of understanding, characterised by the following typologies: dropouts, strugglers, domesticators, succeeders and innovators. Some relationship between levels of understanding and typology of use was found, however, the level of understanding was not the exclusive determinant of typology of use. Only teachers reaching the utilisation level were able to use the innovation in a sustainable way, while those at the level of unawareness were able to become domesticators, adapting the innovation to their usual teaching approach. 相似文献
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Marissa Rollnick 《Studies in Science Education》2013,49(1):93-121
In this paper we combine the findings from two recent studies relating to participation and attainment in school science – a re‐analysis of existing official data for England and a review of wider international research evidence in the literature relevant to the UK. Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post‐16 and especially in higher education and interest in ways of encouraging the study of science by students from less prestigious socio‐economic status backgrounds. Such concerns are not unique to the UK. Using large‐scale official datasets we show that participation and attainment in science are stratified by socio‐economic status. Students from poorer families are less likely to take sciences at post‐16 than many other subjects and those who do are then less likely to obtain grades high enough to encourage further study of the subject. No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home or the perceived time demands of studying science, and so the difficulties of combining part‐time study and part‐time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post‐16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals. We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English, maths and science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice emerging from this review of the evidence. 相似文献
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Marissa Swaim Griggs Sandra Glover Gagnon Timothy J. Huelsman Pamela Kidder‐Ashley Mary Ballard 《Psychology in the schools》2009,46(6):553-567
Ecological approaches to preschool assessment, which consider both within‐child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student–teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student–Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student–teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student–teacher relationships. Implications for school psychologists include the importance of student–teacher relationships in the context of preschool assessment and intervention planning. © 2009 Wiley Periodicals, Inc. 相似文献