Technology enables international, real world scientific exploration     

Ruth Petersen  Joe Kolecki 《TechTrends》2002,46(4):38-43

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How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds     

Louise Flensted Rønberg  Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties.  相似文献   

Social Justice in Sport and Exercise Psychology: A Position Statement     

Robert J. Schinke  Thierry Middleton  Brennan Petersen  Sanfu Kao  Deborah Lefebvre  Bahaa Habra 《Quest (Human Kinetics)》2019,71(2):163-174

ABSTRACT

There are varied approaches that have been used in sport for development (SFD) projects. This article is focused on the move by sport and exercise psychology researchers toward community-based SFD projects where marginalized groups are centralized. The authors have chosen two of their projects to exemplify different approaches to SFD. An initial project with an Aboriginal community is critically examined to reveal cultural missteps that perpetuated cultural colonization–something antithetical to community capacity building. The second project is then considered because of its closer alignment with cultural praxis and community capacity building. This second project focuses on the initial developments of a YMCA physical activity project designed to meet the needs of forced immigrants (a self-titled name developed by the refugee community members) and the staff who work with them. We culminate with five postulates proposed for SFD project teams derived from our vantage in sport and exercise psychology, where community engagement and eventual self-governance are imperatives.  相似文献   

Consequences of school grading systems on adolescent health: evidence from a Swedish school reform     

Björn Högberg  Joakim Lindgren  Klara Johansson  Mattias Strandh  Solveig Petersen 《教育政策杂志》2021,36(1):84-106

ABSTRACT

Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6^th and 7^th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7^th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.  相似文献   

Masculinity, Femininity, and Sex Role Attitudes in Early Adolescence: Exploring Gender Intensification   总被引：3，自引：2，他引：3  

Nancy L. Galambos  David M. Almeida  Anne C. Petersen 《Child development》1990,61(6):1905-1914

This longitudinal study of 200 young adolescent girls and boys (mean age 11.6 years in sixth grade) investigated the hypothesis that differences in masculinity, femininity, and sex role attitudes would intensify across the sixth, seventh, and eighth grades (between 11 and 13 years of age) and that pubertal timing (early, on time, late) would play a role in this intensification. Analyses revealed that sex differences in masculinity and sex role attitudes increased across grades, but not sex differences in femininity. Pubertal timing was not associated with this gender divergence, although the evidence is equivocal for boys. The results provide support for gender intensification, but the role of pubertal timing may not be as strong as previously supposed.  相似文献   

Educating and training out of poverty? Adult provision and the informal sector in fishing communities,South Africa     

Carolyn Petersen 《International Journal of Educational Development》2007

This paper looks at access to adult education and vocational education and training (VET) provision in fishing communities in the Western Cape, South Africa. Fishing communities are being disadvantaged due to geographical and socio-political marginalisation, and the predominance of informal sector employment in the context of worldwide marine resource depletion. Neither public nor private provision is adequately serving rural areas or the informal sector in this context. Using the sustainable livelihoods approach as a tool of analysis, this paper argues that a more cross-sectoral approach is needed to tackle equity and poverty concerns in adult education and training provision.  相似文献   

Gender Difference in Verbal Performance: a Meta-analysis of United States State Performance Assessments     

Jennifer Petersen 《Educational Psychology Review》2018,30(4):1269-1281

A comprehensive, statistical review of gender differences in verbal performance has not been conducted in several decades and the majority of previous work on this topic used published studies that often include small, non-representative samples. The introduction of national legislation in US public schools required schools to assess and publicly report verbal performance, thus providing verbal assessment data for millions of American students. The current study presents a meta-analysis of gender differences in US state verbal assessments. Data were collected from the departments of education in 16 states representing more than 10 million US students in grades 3 through 11. Results indicated a small gender difference favoring females for overall verbal performance (d?=?0.29). However, when type of assessment was considered, the female advantages in reading (d?=?0.19) and language arts (d?=?0.29) were smaller than in writing performance (d?=?0.45). The small gender differences in verbal performance increased in a linear pattern from grades 3 to 8 and then remained steady in high school.  相似文献   

Hearing-impaired children and youth in Canada: student characteristics in relation to manual communication patterns in four special education settings     

M A Karchmer  T E Allen  L M Petersen  A Quaynor 《American annals of the deaf》1982,127(2):89-104

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Bridging History of the Concept of Function with Learning of Mathematics: Students’ Meta-Discursive Rules,Concept Formation and Historical Awareness     

Tinne Hoff Kjeldsen  Pernille Hviid Petersen 《Science & Education》2014,23(1):29-45

In this paper we present a matrix-organised implementation of an experimental course in the history of the concept of a function. The course was implemented in a Danish high school. One of the aims was to bridge history of mathematics with the teaching and learning of mathematics. The course was designed using the theoretical frameworks of a multiple perspective approach to history, Sfard’s theory of thinking as communicating, and theories from mathematics education about concept image, concept definition and concept formation. It will be explained how history and extracts of original sources by Euler from 1748 and Dirichlet from 1837 were used to (1) reveal students’ meta-discursive rules in mathematics and make them objects of students’ reflections, (2) support students’ learning of the concept of a function, and (3) develop students’ historical awareness. The results show that it is possible to diagnose (some) of students’ meta-discursive rules, that some of the students acted according to meta-discursive rules that coincide with Euler’s from the 1700s, and that reading a part of a text by Dirichlet from 1837 created obstacles for the students that can be referenced to differences in meta-discursive rules. The experiment revealed that many of the students have a concept image that was in accordance with Euler’s rather than with our modern concept definition and that they have process oriented thinking about functions. The students’ historical awareness was developed through the course with respect to actors’ influence on the formation of mathematical concepts and the notions of internal and external driving forces in the historical development of mathematics.  相似文献   

Some Reflections on Motivating Situations and Situational Teaching     

Arne Friemuth Petersen 《Scandinavian Journal of Educational Research》2013,57(3-4):267-278

Debates about the crisis of school teaching in the Western world have focused more on education as a state of the art and on psychological problems of either teachers or pupils than on situational features which are of importance for teaching and learning situations. In applying K. R. Popper's propensity theory and his idea of situational logic, a preliminary analysis of problem situations is attempted with the aim of identifying biopsychological situational elements in children's preschool life‐conditions that could be simulated at school in their first years thereby enabling them to draw upon already acquired knowledge and skills. Two principal ways of acquiring experience — one instructive, the other selective — are described and discussed in relation to learning, exploration and play. It is argued that, while selection procedures are found in exploration, play and the like, instruction procedures are most often used in teaching situations despite growing evidence that instruction learning is less motivating than learning by action and selection, as various experiences with situational teaching indicate.  相似文献