Mindfulness and situational interest     

Axel Grund  Nina Schäfer  Sylvia Sohlau  Janne Uhlich  Sebastian Schmid 《教育心理学》2019,39(3):353-369

In an attempt to exploit the concept of mindfulness for educational contexts, we investigated the role of dispositional mindfulness as an internal resource for the development of situational interest. Using an online questionnaire, we assessed participants’ (N?=?161, mean age?=?30.4 years, 74% female, 66% university students) mindfulness, presented them with a text on bionics, and asked them to indicate their situational interest regarding the material (t1). One week later, they indicated their maintained situational interest (t2). Findings reveal a positive relationship between mindfulness and situational interest at t1, especially with regard to participants’ ability to be momentarily ‘present’ and affective aspects of situational interest. Furthermore, we found an indirect effect of mindfulness on maintained situational interest at t2 via participants’ interest at t1. These findings were independent from participants’ initial interest and knowledge. Contrary to our expectation, we did not find a moderation effect for mindfulness on the relation between situational interest at t1 and t2. We discuss these findings in terms of implications for formal learning contexts.  相似文献   

Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3–6-Year-Olds     

Nina Madsen Sjoe  Dorthe Bleses  Line Dybdal  Eva Tideman  Henriette Kirkeby  Karen Krag Sehested 《Early education and development》2019,30(2):238-258

Sound assessment tools are needed to evaluate effects of mathematics interventions that familiarize children with early mathematics concepts before they enter the formal school system. We developed a short version of an existing early mathematics tool based on analyses of data collected in a nationally representative Danish sample. Research findings: The Danish adaptation and development process of the Tools for Early Assessment in Math (TEAM) for children aged 3?6 years was carried out in four steps: (a) choosing and translating relevant items, (b) conducting a pilot study, (c) testing items in a representative sample of Danish children aged 3?6 years (n = 5,621), and (d) analyses based on Rasch models. The process resulted in a final 19-item version—the DK-TEAM (final)—that has no differential item functioning relative to age and gender and is sensitive to the full range of abilities. The great majority of the children viewed the test as enjoyable. Practice or Policy: The DK-TEAM (final) appears to be broadly applicable for young Danish children, though the modest reliability at 3 years (which may be remediable by adding easy items) should be kept in mind.  相似文献   

Research and development of print materials at the Children's Television Workshop     

Nina Link  Renee Cherow-O'Leary 《Educational technology research and development : ETR & D》1990,38(4):34-44

The mission of research within The Magazine Group of the Children's Television Workshop is fourfold: (a) to ensure that each editorial product is comprehensible to and developmentally appropriate for its intended target audience, (b) to conduct formative and summative evaluations of editorial material for the Group's editors, (c) to keep all staff members of The Magazine Group apprised of the latest academic research in child development and education, and (d) to serve as an in-house advertising and market-research arm for the publisher. This article provides case studies of how research serves each of these functions and concludes with observations on how to optimize the effectiveness of print materials for children, parents, and elementary school teachers.  相似文献   

Book reviews     

M. J. Langeveld  Barbara Magierska  Hans Kirchhoff  P. T. Orata  Joseph S. Roucek  Fritz Bohnsack  Nina M. E. Joachim  Aloys Wenzl  Godfrey N. Brown 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(4):441-456

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Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes     

Nina Kilbrink  Veronica Bjurulf  Liesbeth K. J. Baartman  Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):455-475

One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.  相似文献   

A dead pig and my father     

Nina Bawden 《Children‘s Literature in Education》1974,5(2):3-13

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Introduction to Higher Education's Role in Public School Reform and Community Engagement     

Robert F. Kronick  Jessica Nina Lester  D. Gavin Luter 《Peabody Journal of Education》2013,88(5):519-524

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Poem: The captious word and surcease     

Nina Fulton 《Communication quarterly》2013,61(4)

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To Professor Windbag     

Nina Willis Walter 《College Teaching》2013,61(1)

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Using the SEE-SEP Model to Analyze Upper Secondary Students’ Use of Supporting Reasons in Arguing Socioscientific Issues     

Nina Christenson  Shu-Nu Chang Rundgren  Hans-Olof H?glund 《Journal of Science Education and Technology》2012,21(3):342-352

To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The purpose of this study was to analyse 80 Swedish upper secondary students’ informal argumentation on four socioscientific issues (SSIs) to explore students’ use of supporting reasons and to what extent students used scientific knowledge in their arguments. Eighty upper secondary students were asked to express their opinions on one SSI topic they chose through written reports. The four SSIs in this study include global warming, genetically modified organisms (GMO), nuclear power, and consumption. To analyse students’ supporting reasons from a holistic view, we used the SEE-SEP model, which links the six subject areas of sociology/culture (So), environment (En), economy (Ec), science (Sc), ethics/morality (Et) and policy (Po) connecting with three aspects, knowledge, value and personal experience (KVP). The results showed that students used value to a greater extent (67%) than they did scientific knowledge (27%) for all four SSI topics. According to the SEE-SEP model, the distribution of supporting reasons generated by students differed among the SSI topics. Also, some alternative concepts were disclosed in students’ arguments. The implications for research and education are discussed.  相似文献