Two portraits of Edmond Halley     

Fara P 《Endeavour》2004,28(2):57-58

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Resisting plateauing: Four veteran teachers’ stories     

Denise G. Meister  Patricia Ahrens 《Teaching and Teacher Education》2011,27(4):770-778

This paper describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. In-depth phenomenological interviews were conducted to investigate and depict the meanings these teachers attached to their career experiences.Several factors emerged for each participant’s resilience. First, building leaders influenced their enthusiasm and professional growth. Second, positive effects on students’ lives affirmed their work. Third, interactions with colleagues promoted growth, and individual support systems helped them bounce back from career frustrations.  相似文献   

Epistemic states and traits: preschoolers appreciate the differential informativeness of situation-specific and person-specific cues to knowledge     

Brosseau-Liard PE  Birch SA 《Child development》2011,82(6):1788-1796

Previous research has demonstrated that preschoolers can use situation-specific (e.g., visual access) and person-specific (e.g., prior accuracy) cues to infer what others know. The present studies investigated whether 4- and 5-year-olds appreciate the differential informativeness of these types of cues. In Experiment 1 (N = 50), children used others' prior labeling accuracy as a cue when learning labels for, but not the visual identity of, hidden objects. In Experiment 2 (N = 64), with both cues present, children attended more to visual access than prior accuracy when learning the visual identity of, but not labels for, hidden objects. These findings demonstrate that children appreciate the difference between situation- and person-specific cues and flexibly evaluate these cues depending on what information they are seeking.  相似文献   

Young children's learning and transfer of biological information from picture books to real animals     

Ganea PA  Ma L  Deloache JS 《Child development》2011,82(5):1421-1433

Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world.  相似文献   

Peer collaboration: the relation of regulatory behaviors to learning with hypermedia     

Fielding I. Winters  Patricia A. Alexander 《Instructional Science》2011,39(4):407-427

Peer collaboration is a pedagogical method currently used to facilitate learning in classrooms. Similarly, computer-learning environments (CLEs) are often used to promote student learning in science classrooms, in particular. However, students often have difficulty utilizing these environments effectively. Does peer collaboration help students learn with these environments? Little research looking closely at face-to-face peer collaboration with computer learning environments exists. Utilizing a social-cognitive theoretical framework, this study investigated the relation between the conceptual-knowledge learning and the collaborative regulatory behaviors of students working with a peer as they studied about the human circulatory system using a hypermedia CLE. Fifty-four high-school students from the East Coast of the United States were audiotaped to identify the collaborative regulatory behaviors they evidenced as they studied. Results revealed significant correlations among students’ proportion of categories of regulatory behaviors and their learning gains (from pretest to posttest). Moreover, qualitative analyses revealed particular behaviors that larger-gain collaborative pairs engaged in to a greater extent than smaller-gain pairs as they learned with the hypermedia environment.  相似文献   

Editorial     

Gideon Arulmani  Anuradha J. Bakshi  Patricia Flederman  A. G. Watts 《International Journal for Educational and Vocational Guidance》2011,11(2):61-64

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The effect of context on student engagement in engineering     

Eann A. Patterson  Patricia B. Campbell  Ilene Busch-Vishniac  Darrell W. Guillaume 《European Journal of Engineering Education》2011,36(3):211-224

The self-belief, motivation, tendency to procrastinate and learning styles of engineering students are discussed. It is proposed that engineering has developed an idiom and a learning approach that favours the dominant client, i.e. men, while simultaneously undermining the self-efficacy and motivation of women. Thematic coherence and teaching within a context that is familiar to students have been shown previously to be effective approaches for engaging students and are extended here to utilise the common experiences of all students to initiate the learning cycle. These approaches are combined with a template for teaching that uses the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) in order to render the fundamentals of engineering more accessible to all students. This methodology can be introduced by individual instructors, who will be rewarded by students who are more engaged, more motivated and more likely to give a higher rating to the instructor and the course.  相似文献   

Spying for the enlightenment     

Fara P 《Endeavour》2011,35(2-3):46-47

According to Enlightenment ideology, knowledge was shared openly in the international Republic of Letters. In reality, the owners of lucrative new technologies were determined to keep their discoveries hidden from industrial spies.  相似文献   

Upward evaluation at the Arizona Health Sciences Library     

Carol L Howe  Patricia A Auflick  Gary Freiburger 《Journal of the Medical Library Association》2011,99(1):91-94

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Acculturation and psychosocial adjustment of Chinese international students: Examining mediation and moderation effects     

Jing Zhang  Patricia Goodson 《Int J Intercult Relat》2011,35(5):614-627

This study examined mechanisms through which acculturation influenced psychosocial adjustment of Chinese international students. Specifically, these mechanisms refer to the mediating and moderating effects of social interaction and social connectedness with host nationals upon the acculturation–adjustment linkages. Chinese international students from four universities in Texas responded to a web-based survey (N = 508). Results from regression analyses showed social connectedness with Americans mediated the links between adherence to the host culture (acculturation dimension) and psychosocial adjustment (i.e., depression and sociocultural adjustment difficulties). Social interaction with Americans moderated the association between adherence to the home culture (acculturation dimension) and depression. We discussed implications for theory and health promotion practice, and presented directions for future research.  相似文献