Time in the arts and physical education and school achievement     

Jesse Wilkins  George Graham  Suzanne Parker  Sarah Westfall  Robert Fraser  Mark Tembo 《课程研究杂志》2013,45(6):721-734

With the increase in state‐mandated high‐stakes testing across the USA, schools and school districts are considering ways of increasing instructional time for core curricular subjects such as mathematics, science, English, and social studies. One seemingly logical approach to improving test scores is to reduce the time spent in subjects that are not tested, most notably art, music, and physical education, thus increasing time for the tested subjects. In this study, data was collected from 547 Virginia elementary school principals who completed a survey indicating the time specialists taught art, music, and physical education in their schools. After controlling for socio‐cultural opportunities associated with the school community, partial correlations between time allocation and school‐level passing rates on the Virginia Standards of Learning tests indicated no meaningful relationship between time allocation to art, music, and physical education and school achievement. The findings from the study do not support the notion that a reduced time allocation to art, music, and physical education is related to higher test scores.  相似文献   

The momentum behind the International Primary Curriculum in schools in England     

Mark A. Pike 《课程研究杂志》2013,45(4):471-489

This paper evaluates the extent to which the implementation and assessment of the new citizenship curriculum in England treats learners as citizens or subjects by evaluating whether the interests of state or citizen predominate. Philosophical, contextual, and practical perspectives on citizenship education are drawn upon to evaluate mechanisms which mediate state power in young citizens’ lives. Current methods of delivering and assessing the citizenship curriculum in schools are challenged and the ideology underpinning citizenship education, as conceptualized in official discourse, is questioned. The view is advanced that citizenship cannot be reduced to what learners know (the informed citizen) or do (the active citizen) as it cannot be divorced from who they are. This paper focuses on citizenship education in the context of English liberal democracy but has a wide application as it addresses issues relevant to the state education of citizens elsewhere.  相似文献   

Difficulty versus Frequency of Latin Words,Forms, and Constructions     

Mark E. Hutchinson 《Journal of Experimental Education》2013,81(4):394-397

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Gestalt psychological theory's value in rhetorical criticism     

Mark H. Wright 《Quarterly Journal of Speech》2013,99(2):208-215

Rhetorical critics should avoid affirming the constancy hypothesis, the belief that a stimulus contains the response. After foregrounding Burke's avoidance of the constancy hypothesis in Permanance and Change as a model for rhetorical critics, this essay examines five examples of affirmation of the constancy hypothesis in rhetorical criticism. Affirming the hypothesis oversimplifies complex audience dynamics and prevents critics from understanding infrequent, more unified audience responses.  相似文献   

A Summary of the Work of the Character Education Inquiry     

Hugh Hartshorne  Mark A. May 《Religious education (Chicago, Ill.)》2013,108(7):607-619

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Teacher Planning,Instruction and Refl ection: What We Know About Teacher Cognitive Processes     

Tina J. Hall  Mark A. Smith 《Quest (Human Kinetics)》2013,65(4):424-442

The process of teaching is complex and multidimensional. Teaching behaviors and actions are shaped by numerous cognitive decisions made by the teacher before, during, and after instruction. This article examines teacher cognition across the broad field of education and, more specifically, physical education in teacher planning, instruction, and reflection. To date, research has largely examined the areas of planning, instruction, and reflection separately and often in controlled settings. It is suggested that future researchers examining teachers. thoughts and actions employ methodologies, such as case study, that examine the three processes holistically and in the natural teaching environment, thereby linking actual behaviors with the cognitive processes that produced them.  相似文献   

The relation between private speech and cognitive performance     

Mark N. Gaskill  Rafael M. Díaz 《Infancia y Aprendizaje》2013,36(53):45-58

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The relationship between prior knowledge and situational interest when reading text     

Mark Peter Schroeder 《European Journal of Psychology of Education - EJPE》2013,28(4):1417-1433

To examine the relationship between prior knowledge, situational interest, and recall, 34 college students read 15 paragraphs that contained varying amounts of fictional material, rated how interesting they found each paragraph, and were later assessed on how much of the information they retained. Five of the paragraphs contained fictional items that were accessible, and five paragraphs contained fictional items that were inaccessible. Results indicated that the relationship between prior knowledge was curvilinear but varied based on the accessibility of the novel information. For accessible materials, interest first increased as prior knowledge decreased, but then decreased sharply as prior knowledge lessened. For inaccessible materials, interest did not significantly increase, and decreased at a higher level of prior knowledge relative to accessible materials. Overall, people found accessible materials to be more interesting than inaccessible materials, and interest was not a significant predictor of performance on recall or recognition tasks when prior knowledge was controlled.  相似文献   

Teaching Science Through Drama: an empirical investigation     

Robert J. Alban Metcalfe  Suzanne Abbott  Paul Bray  Joan Exley  David Wisnia 《Research in Science & Technological Education》2013,31(1):77-81

An investigation was carried out into the effectiveness of teaching one element of a Science syllabus, using Drama in place of conventional practical work. No statistically significant differences were detected in factual recall, but significantly more ‘meaningful’ learning appeared to have taken place when Drama was used. Psychological and educational implications of this finding are discussed.  相似文献   

The experiences of parents of gifted African American children: A phenomenological study     

Rose E. Huff  Beth M. Houskamp  Alice V. Watkins  Mark Stanton  Bethany Tavegia 《Roeper Review》2013,35(4):215-221

This study documents the experiences of parents raising African American children who have been identified as gifted. There is a small but growing body of research exploring the experiences and issues of gifted African American children. Parents play the most significant role in a child's development; however, parents of gifted African American children are not currently represented in the literature. This study utilized semi‐structured interviews with the parent or parents from 12 families to explore their experiences of rearing their gifted African American children. Particular attention was addressed to issues surrounding their children's academic and social experiences, including interactions with school, family, and community. Implications are elucidated for individuals working with this population, and suggestions for future research are provided.  相似文献