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31.
Moritz Rosenmund 《课程研究杂志》2013,45(5):599-606
This is the second of four essays discussing Wu’s ‘Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective’ (JCS, 43(5), 569-590). The essay is interesting against the background of recent debates, both inside and outside China, about the relationship between the Chinese and Western traditions of curriculum and pedagogy. The essay helps one to understand that there is no clear divide between the so-called Chinese and Western traditions. The modern Chinese language as well as its pedagogical discourse have been hybridized with something western, with the implication that it is difficult to distinguish one from the other. However, the paper falls into a trap of cultural judgement: it (re)interprets the Confucian ‘authentic’ texts as ‘desirable’ and attributes many ‘contemporary’ pedagogical practices and/or the discourse of the so-called ‘Confucian heritage’ to the influence of the West. 相似文献
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Recent research has shown that infants are more likely to engage with in‐group over out‐group members. However, it is not known whether infants' learning is influenced by a model's group membership. This study investigated whether 14‐month‐olds (N = 66) selectively imitate and adopt the preferences of in‐group versus out‐group members. Infants watched an adult tell a story either in their native language (in‐group) or a foreign language (out‐group). The adult then demonstrated a novel action (imitation task) and chose 1 of 2 objects (preference task). Infants did not show selectivity in the preference task, but they imitated the in‐group model more faithfully than the out‐group model. This suggests that cultural learning is beginning to be truly cultural by 14 months of age. 相似文献
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Research Findings: Research on teacher–child relationships is important, as the quality of this relationship is linked to numerous child outcomes in the areas of academic and social functioning. In addition, parent involvement has been identified as a significant factor in the successful development of a child. This study attempted to join these two lines of research by assessing the extent to which teacher–child relationship quality varies as a function of parent involvement. We used a sample of 894 third-grade children, mothers, and teachers from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Regression analyses were conducted to examine the relation between teacher–child relationships and parent involvement while controlling for known determinants of teacher–child relationship quality (i.e., gender and income). All variables were significantly related to teacher–child relationship quality. Parent involvement was negatively related to conflict. Furthermore, more parent involvement predicted less teacher–child conflict, but only for children from low-income families. Practice or Policy: The results are discussed in terms of the importance of parent involvement to children's school adjustment, with specific importance for parents of low-income children. 相似文献
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A developmental model involving four response levels is proposed concerning how students arrange pictures to represent data
in a pictograph, how they interpret these pictographs, and how they make predictions based on these pictographs. The model
is exemplified by responses from three related interview-based studies. In Study 1, examples of each response level are provided
from 48 preparatory- to tenth-grade students. Students from higher grades were more likely to respond at higher levels. In
Study 2, 22 students were interviewed longitudinally after a three-year interval; many improved in response level over time,
although a few responded at lower levels. In Study 3, 20 third-grade students were interviewed and then prompted with conflicting
responses of other students on video; many improved their initial responses to higher levels after exposure to the conflicting
prompts. Associations among levels of representing, interpreting, and predicting were explored. Educational implications are
discussed concerning reasonable expectations of students and suggestions to develop these skills in students at different
grades.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Kathleen Moritz Rudasill Sara E. Rimm-Kaufman Laura M. Justice Khara Pence 《Early education and development》2006,17(2):271-291
Current educational policy emphasizes “school readiness” of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten (Rouse, Brooks-Gunn, & McLanahan, 2005). The teacher-child relationship is viewed as a critical mechanism for the effectiveness of interventions (Girolametto, Weitzman, & Greenberg, 2003; National Institute of Child Health and Human Development Early Child Care Research Network, 2003). The purpose of this study was to determine how children's temperament and language skills predict teacher-child relationship quality. The sample consisted of 99 at-risk preschool students. Three findings emerged: (a) bolder children with lower language complexity were more likely to have higher levels of conflict in their relationships with teachers, (b) shyer children with greater language complexity were more likely to have dependent relationships with their teachers, and (c) teacher effects accounted for more of the variance in conflictual and dependent teacher-child relationships compared to children's behavioral inhibition and language complexity. This study shows that teacher-child relationships are multirelational. Individual differences in temperament and language skills affect teacher-child interactions, and ultimately, contribute to the effectiveness of classroom interventions. Such information helps to unpack the complexities of classroom quality by increasing awareness among practitioners of factors contributing to positive teacher-child relationships. 相似文献
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Kathleen Moritz Rudasill Kate E. Snyder Heather Levinson Jill L. Adelson 《Educational Psychology Review》2018,30(1):35-60
School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate. 相似文献
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Meister Sabine Krell Moritz Göhner Maximilian Upmeier zu Belzen Annette 《Research in Science Education》2021,51(6):1459-1479
Research in Science Education - In this research project we investigate the role of responses to anomalous data during modelling processes. Modelling is seen as a comprehensive practice that... 相似文献
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Selected kinematic variables of the foot segments and the metatarsophalangeal (MTP) joint were investigated in relation to sprinting performance among 100 m sprint athletes at the 2000 Summer Olympic Games. It was hypothesized that the kinematics of the MTP joint, and forefoot and rearfoot segments, are related to sprint performance for both male and female athletes. Kinematic sagittal plane data were collected using two digital video cameras recording at 120 fields per second. It was determined that faster male sprinters experienced higher maximal rates of MTP extension, and faster female sprinters touch down with higher posterior sole angles and take off with lower posterior sole angles. 相似文献
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