Supporting Science Teacher Learning: The Role of Educative Curriculum Materials   总被引：2，自引：0，他引：2  

Schneider  Rebecca M  Krajcik  Joseph 《Journal of Science Teacher Education》2002,13(3):221-245

Journal of Science Teacher Education -  相似文献   

Creating New Identities in Design Education     

Hannah Rose Mendoza  Claudia Bernasconi  Nora M. MacDonald 《The International Journal of Art & Design Education》2007,26(3):308-313

An international education opportunity has been created for design students at West Virginia University. This experience is unique because it takes an interdisciplinary approach to design that exposes students to the idea of a larger design methodology common to design professions. Students take core courses with students from a variety of design fields, including interior design, fashion design, fashion merchandising, landscape architecture, art, and graphic design. Through this interaction, students gain an understanding of the interrelationships among design fields, learn to appreciate new perspectives, and begin to appreciate the place of their field as part of the design community as a whole.  相似文献   

Measuring change in career counseling: Validation of the <Emphasis Type="Italic">Career Futures Inventory</Emphasis>-<Emphasis Type="Italic">Revised</Emphasis>     

Patrick J. Rottinghaus  Alec Eshelman  Jonathan S. Gore  Kari J. Keller  Madalyn Schneider  Kristine L. Harris 《International Journal for Educational and Vocational Guidance》2017,17(1):61-75

This retrospective chart review study examined the factor structure of the Career Futures Inventory-Revised (CFI-R; Rottinghaus et al. in J Career Assess 20:123–139, 2012) and its utility as a career counseling outcome measure using a sample of 332 clients from a university career center. The CFI-R examines career agency and other career adaptability dimensions germane to clients’ career concerns. Confirmatory factor analysis results supported the proposed factor structure. Changes in CFI-R scale scores are reported for 116 clients who received counseling. The use of the CFI-R as an effectiveness outcome measure for individual, group, and classroom career interventions is addressed.  相似文献   

Cognition Research in Practice: Engineering and Evaluating a Middle School Math Curriculum     

Jodi L. Davenport  Yvonne S. Kao  Bryan J. Matlen  Steven A. Schneider 《Journal of Experimental Education》2020,88(4):516-535

Abstract

How can research findings from cognitive and learning sciences be meaningfully applied in authentic settings to improve student learning outcomes in mathematics? Decades of basic research on how people learn has implications for the design of curriculum, instruction, and assessment. However, bringing research to practice involves simultaneously applying multiple design principles and raises pragmatic challenges of classroom contexts. Our project used research-based recommendations to systematically revise a widely used middle school mathematics curriculum and investigated whether the revised curriculum improved student learning in mathematics. In this article, we detail a replicable process for operationalizing and implementing multiple research-based principles and report findings from a large-scale experimental evaluation of this approach to estimate the potential impact on student learning.  相似文献   

The effects of age,study time,and importance of text units on strategy use and memory for texts     

Kurtz  Beth E.  Schneider  Wolfgang 《European Journal of Psychology of Education - EJPE》1988,3(2):191-199

European Journal of Psychology of Education - This study investigated study behavior and recall of a narrative text as a function of the reader’s age, study time, and importance level of text...  相似文献   

Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis          下载免费PDF全文

Michael Schneider  Simon Merz  Johannes Stricker  Bert De Smedt  Joke Torbeyns  Lieven Verschaffel  Koen Luwel 《Child development》2018,89(5):1467-1484

The number line estimation task is widely used to investigate mathematical learning and development. The present meta‐analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies.  相似文献   

School Leaving: A Longitudinal Perspective Including Neighborhood Effects   总被引：6，自引：0，他引：6  

Margaret E. Ensminger  Rebecca P. Lamkin  Nora Jacobson 《Child development》1996,67(5):2400-2416

Using 1970 and 1980 census data from 202 tracts in the Chicago metropolitan region, we examine whether neighborhoods influence the likelihood of high school graduation for a cohort of African-American children followed from 1966 to 1993. Neighborhood-level variables included percent living below poverty and percent in white-collar occupations. We test for the possible direct, indirect, and interactive effects of these neighborhood indicators on the likelihood of school dropout. Our examination found the advantage of living in a neighborhood characterized by a high percentage of residents who work in white-collar occupations. Male adolescents who lived in a middle-class neighborhood were more likely to graduate from high school, even with family background, early school performance, adolescent family supervision, and adolescent marijuana use controlled. These findings are consistent with findings from three other studies. However, living in a poverty census tract did not seem to influence the likelihood of high school graduation or school leaving over and above the impact of family and individual characteristics. There also were no neighborhood effects for females.  相似文献   

The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC)     

Wolfgang Schneider  Jan Carol Näslund 《European Journal of Psychology of Education - EJPE》1993,8(3):273-287

This paper reports on a longitudinal study dealing with the development of literacy in young children. A total of 163 children were first tested during their last year in kindergarten using a variety of tasks that tapped phonological processing, memory capacity, early literacy, and intelligence. Children’s word decoding, reading comprehension, and spelling skills were assessed in elementary school several years later. As a main result, all of the predictor domains had a significant impact on the acquisition of literacy in elementary school, although the contribution of each domain differed as a function of the criterion measure. An attempt to identify children-at-risk using a kindergarten screening test provided encouraging results. Nonetheless, it was shown that whereas group predictions of reading and spelling performance can be quite accurate, the individual prognosis of school problems is far from perfect.  相似文献   

虚拟全景的链接——“虚拟现实”系列之三     

郭根生 《现代教育技术》2002,12(2):66-68

该文通过实例介绍了虚拟全景之间、虚拟现实全景与URL以及静止图片之间的链接技术  相似文献   

he Challenges of Teaching Good Information Processing to Learning Disabled Students     

John G. Borkowski  Wolfgang Schneider  Michael Pressley 《International Journal of Disability, Development & Education》1989,36(3):169-185

A MODEL of good information processing is sketched, describing how metacognitive knowledge influences strategy selection and use. Three factors pose particular problems for learning disabled students as they attempt to acquire metacognitive knowledge and to use study strategies productively: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and styles that limit self‐efficacy. Creating an educational atmosphere that explicitly builds conceptual (domain‐specific) knowledge and teaches positive beliefs about learning potential is essential in promoting metacognitively‐oriented instruction.  相似文献