A critical discourse analysis of practical problems in a foundation mathematics course at a South African university     

Kate le Roux  Jill Adler 《Educational Studies in Mathematics》2016,91(2):227-246

  相似文献   

Enjoyment,Boredom, Anxiety in Elementary Schools in Two Domains: Relations With Achievement     

Daniela Raccanello  Margherita Brondino  Angelica Moè  Robert Stupnisky  Stephanie Lichtenfeld 《Journal of Experimental Education》2019,87(3):449-469

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.  相似文献   

A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children     

Christine McWayne  Virginia Hampton  John Fantuzzo  Heather L. Cohen  Yumiko Sekino 《Psychology in the schools》2004,41(3):363-377

The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004.  相似文献   

Concept acquisition and the perception of meaning     

John K. Bengston  Stuart J. Cohen 《Contemporary educational psychology》1979,4(4):348-365

  相似文献   

In Their Own Words: Teachers' Reflections on Adaptability     

Margaret Vaughn  Seth A. Parsons  Sarah Cohen Burrowbridge  Janice Weesner  Laurel Taylor 《理论付诸实践》2016,55(3):259-266

Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term adaptability means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators, teaching in various contexts (geographic region and grade level). Teachers' voices of adaptability are examined and a definition of adaptability is discussed. Obstacles are presented in these teachers' efforts to adapt their instruction in their respective contexts. Teachers then discussed the ways in which they navigated these obstacles to modify their instruction to fit a variety of learners and experiences despite these constraints.  相似文献   

Capacité cognitive,sentiment d’auto-efficacité et autorégulation     

Thérèse Bouffard-Bouchard  Sophie Parent  Serge Larivée 《European Journal of Psychology of Education - EJPE》1990,5(3):355-364

Feelings of self-efficacy have been the object of several studies that have confirmed its ability to predict performance in different contexts. Yet few studies have been conducted using cognitive or academic tasks in which it is more difficult to clearly distinguish self-efficacy from competence. The present study aims to study the moderating role of cognitive capacity in determining the relationship between self-efficacy and on-line self-regulation observed while solving a verbal concept formation task. In order to distinguish self-efficacy from competence, 44 subjects were selected based on the results of their SSPI; these results of which are related to comprehension ability. Analyses of results allow us to observe that, when compared to subjects who consider themselves less efficacious, subjects who have strong feelings of self-efficacy have a higher success rate, are more certain of these successes and reject fewer correct hypotheses, no matter what their cognitive ability. These results once again bring to light the relative independance of cognitive ability and motivational determinants of a person’s actual accomplishments.  相似文献   

Pioneering education for girls across the globe: advocates and entrepreneurs 1742–1910, by Jill Sperandio     

Michèle Cohen 《History of education》2020,49(5):731-733

  相似文献   

Temporal patterns of schedule-induced drinking and pawgrooming in rats exposed to periodic food     

Cindy P. Lawler  Perrin S. Cohen 《Learning & behavior》1992,20(3):266-280

Five rats were exposed to fixed-time food schedules, ranging from 30 to 480 sec. Three rats displayed a postfood pattern of schedule-induced drinking, with short latencies from food delivery to drinking at all interfood interval durations. In contrast, drinking for the other 2 subjects tended to occur at lower overall levels, and drinking bouts frequently began in the middle of the interfood interval, such that the latency from food delivery to drinking increased dramatically as the interfood interval increased. Observation of these 2 subjects revealed that another form of licking-pawgrooming-occurred reliably after food delivery and before drinking bouts. A between subject comparison of the 3 postfood drinkers and the 2 pawgroomers revealed that, in addition to a common topography (repetitive licking), pawgrooming and drinking were similar with respect to their temporal locus, relation to the interfood interval, and extinction baseline levels. These similarities suggest that drinking and pawgrooming are induced by a common mechanism. Cohen, Looney, Campagnoni, and Lawler’s (1985) two-state model of reinforcer-induced motivation provides a useful framework for the interpretation of these results.  相似文献   

Teaching Quality Across School Settings     

Julie Cohen  Michelle Brown 《The New Educator》2016,12(2):191-218

Districts are increasingly making personnel decisions based on teachers’ impact on student-achievement gains and classroom observations. In some schools, however, a teacher’s practices and their students’ achievement may reflect not just individual but collaborative efforts. In other settings, teachers’ instruction benefits less from the insights and support of their colleagues. This article analyzes multiple measures of teacher and teaching quality for 24 language arts teachers in New York City who teach in different types of school environments. Teachers in different value-added quartiles were observed and scored using two protocols, PLATO and CLASS. Schools were categorized as more and less functional using Department of Education environment grades. To compare the practices of higher and lower value-added teachers in more and less functional schools, we conduct MANOVAs of observation scores and use qualitative coding of field notes. We find value-added measures and observation protocols provide confirmatory information in less functional schools but provide contradictory information about teacher quality in more functional schools. Implications for teacher education, policy, and future research are discussed.  相似文献   

To the president of my university     

Carl Cohen 《Academic Questions》2006,19(4):78-82

  相似文献