Professional thinking in guided practice     

Miriam Ben-Peretz  Sarah Rumney 《Teaching and Teacher Education》1991,7(5-6)

The paper describes and analyzes the interactions between university tutors, cooperating teachers, and the student teachers in guided practice situations. The main aim of the study was to gain insights into the mode of interaction and the nature of massages transmitted in a variety of settings of practice teaching. The study reveals the dominance of evaluative comments made by cooperating teachers and their focus on issues of content. Alternative approaches and teaching modes were mentioned only rarely, cooperating teachers seem to rely mostly on their own wisdom of practice and tend to transmit traditions of “succesful” teaching modes. Student teachers were mostly passive and the mode of interaction authoritative. The paper suggests a distinction between an “incremental” versus a “comprehensive” practicum. It is suggested to focus on issue-specific post-lesson conferences which are planned jointly by student teachers, cooperating teachers, and university tutors.  相似文献   

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten     

Compagnoni  Miriam  Karlen  Yves  Maag Merki  Katharina 《Metacognition and Learning》2019,14(3):291-314

Metacognition and Learning - Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These...  相似文献   

On the Limitations of Thought Experiments in Physics and the Consequences for Physics Education     

Reiner  Miriam  Burko  Lior M. 《Science & Education》2003,12(4):365-385

Thought experiments (TEs) play a central role in physics. Wesuggest that erroneous TEs may be as important as correct TEs,and that both have a special role in an ongoing process ofconceptual refinement for physicists and for naive physicslearners. We analyze TEs related to stellar evolution andgeneral relativity made by Schwarzschild, Eddington, Landau,and Einstein. We identify the stages at which crucial errorsare done in these TEs, and the cognitive processes which leadto these errors. We argue that necessary conditions for asuccessful TE (i.e., a TE which leads to correct conclusions)are self-consistency and comprehensiveness of the relevantpicture of the world. We show that the TEs by expert physicistsand TEs by students are similar on a metacognitive level, butdifferent in details. Students' erroneous reasoning occur inall stages of a TE, whereas physicists usually make errors inthe first two stages of TEs. Then we bring evidence that Tesare more prone to errors than laboratory experiments. Next wediscuss the implications for naive physics learners, and makesuggestion for using TEs in physics education.  相似文献   

The ‘What is a system’ reflection interview as a knowledge integration activity for high school students’ understanding of complex systems in human biology     

Jaklin Tripto  Zohar Snapir  Miriam Amit 《International Journal of Science Education》2016,38(4):564-595

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Definition and measurement of neglectful behavior: some principles and guidelines     

Straus MA  Kantor GK 《Child abuse & neglect》2005,29(1):19-29

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Audience orientations toward new media     

Miriam J. Metzger  Andrew J. Flanagin 《Communication Research Reports》2013,30(4):338-351

The proliferation of new communication technologies over the last 2 decades has increased opportunities for audience activity by offering more choices and greater control aver the communication process for media consumers. However, extant research on the degree of user activity with new media portrays conflicting views of audience members as more active or more passive. This study attempts to sort out this issue by exploring audience activity levels among users of new and traditional media, as indicated by instrumental or ritualized orientations toward media use. Results indicate that new communication technologies are motivated by both instrumental and ritualized motives, but are used more instrumentally than traditional channels, particularly among older users.  相似文献   

No Half Measures: Overcoming Common Challenges to Doing Digital Humanities in the Library     

Miriam Posner 《图书馆管理杂志》2013,53(1):43-52

ABSTRACT

While much work on libraries and digital humanities has focused on how to train and encourage individual librarians, we have not paid enough attention to the administrative and institutional factors required to help these professionals succeed. This article outlines some common sources of frustration for library professionals engaged in digital humanities work and offers sketches of some library-based digital humanities programs that are working to address these challenges.  相似文献   

Looking back: reasoning and metacognition with narrative texts     

Bridget A. Franks  David J. Therriault  Miriam I. Buhr  Evelyn S. Chiang  Claire M. Gonzalez  Heekyung K. Kwon  Jenni L. Schelble  Xuesong Wang 《Metacognition and Learning》2013,8(2):145-171

This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students’ metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive questions were embedded in three narratives containing premise information that was factual (True Story), contrary to fact (False Story), or unverifiable via common world knowledge (Neutral Story). The texts and questions were presented one sentence at a time on a computer screen; participants controlled the presentation of sentences. For answering the questions, three response tasks were devised. One task (labeled Generate) required readers to generate their own logical conclusions in response to deduction questions. Two tasks (labeled Valid and Invalid) required readers to evaluate logically valid or logically invalid conclusions drawn by story characters in the texts. Students in early and late adolescence looked back more when asked to evaluate logical conclusions than when asked to generate conclusions on their own; College students’ lookback frequencies were not significantly affected by response task, but were greater overall than those of younger students. With conditional forms requiring an uncertainty response (Affirmed Consequent and Denied Antecedent), readers looked back more when evaluating logically invalid conclusions than when evaluating logically valid ones. Readers of all ages were more likely to agree with story characters’ (valid) uncertain conclusions with the AC and DA forms than they were to disagree with story characters’ (invalid) certain conclusions to these forms. Both lookback frequency and performance on logic questions were lowest when readers were required to reason from contrary to fact premises.  相似文献   

Ladies,Girls and Mothers: Defining Jewish Womanhood at the Settlement House     

Miriam Heller Stern 《Journal of Jewish Education》2013,79(2):22-34

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“Method is Education:” Making Informal Education Social and Substantive     

Miriam Heller Stern 《Journal of Jewish Education》2013,79(2):141-142

This article examines 10 textbooks used in Jewish religion classes in Russian high schools in the final decades of the 19th century. The textbooks reveal an expectation of a low level of Hebrew background, an interest in promoting the practice of prayer, and two distinct approaches to teaching Judaism. While some of the books introduce students to their religion through Biblical or later Jewish history, others present the religion as a systematic set of beliefs and practices. Although it is difficult to ascertain exactly how the books were utilized in classrooms, they certainly provide a sense of the priorities of a group of educators, as well as of the relative freedom they had in defining Judaism for the next generation.  相似文献