Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks     

Rose Martini  Bruce M. Shore   《Learning and individual differences》2008,18(2):237-247

This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks.  相似文献   

Sickness presenteeism of German teachers: prevalence and influencing factors     

Sarah Dudenhöffer  Klaus Schöne  Stephan Letzel  Dirk-Matthias Rose 《Teachers and Teaching》2017,23(2):141-152

The aim of the present study was to investigate teachers’ sickness presenteeism (SP). We examined the prevalence of SP in a sample of teachers as well as work-related and health-related influencing factors of teachers’ SP. We used a cross-sectional study design. Teachers working at different types of schools in Rhineland-Palatinate (Germany) participated in an online survey. We used Pearson’s Chi-squared test (in case of categorical variables) or Mann–Whitney-U-test (in case of continuous variables) to test for differences between SP and sociodemographic/work-related/health-related factors. Factors influencing SP were identified using multivariable logistic regression analyses. Nine hundred and twenty-four teachers working at 42 different schools completed the questionnaire (response proportion: 50.1%). The prevalence of SP in our study was 57.1%. The multivariable logistic regression analyses showed less support by supervisors (aOR: 1.77; 95-CI: 1.21–2.60), inappropriate administration efforts (aOR: 1.56; 95-CI: 1.16–2.11), and inappropriate recognition of performance (aOR: 1.44; 95-CI: 1.04–198) as well as exhaustion/fatigue (aOR: 2.29; 95-CI: 1.71–3.08) as main predictors of teachers’ SP. SP is widespread among teachers. As SP is associated with impairment of psychological and physical health in the long run, it is important to implement measures to reduce SP. A climate of support and cooperation as well as assistance for ill teachers to deal with work missed due to absence might be useful strategies.  相似文献   

Planning guide for November... December... January...     

Rose Blue 《Early Childhood Education Journal》1980,8(1):15-19

  相似文献   

Shape recognition in infancy: visual integration of sequential information     

S A Rose 《Child development》1988,59(5):1161-1176

To investigate the integration of visual information across space and time, infants watched the contour of a shape being traced out by a moving point source of light and then viewed 2 objects: 1 with the shape they had just seen traced and 1 with a novel shape. In the first study, which varied the number of tracings (velocity about 16.7 cm/sec), 12-month-olds looked longer at the novel object in all conditions, indicating that they recognized the similarity between the alternative object and tracing of like contour. Study 2, which varied velocity (14.7 and 7.4 cm/sec), stimuli, and the number of tracings, provided evidence for the generalizability of these results but indicated that performance suffered at the slower speed. Studies 3 and 4 held velocity constant (14.7 cm/sec) while varying the size of the tracings and age of the infant: 12-month-olds, but not 6-month-olds, recognized figures in instances where it took up to 10 sec to complete a single tracing. Because it took so long to complete many of the tracings, central rather than purely retinal mechanisms appear to be involved in integrating shape in these situations.  相似文献   

Visual Learning and the Brain: Implications for Dyslexia     

Matthew H. Schneps  L. Todd Rose  Kurt W. Fischer 《Mind, Brain, and Education》2007,1(3):128-139

ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a trade-off between abilities for sequential search versus contemporaneous comparisons. The parameter of periphery-to-center ratio (PCR) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics.  相似文献   

Keiyo Cattle Raiding, Kechui Mathematics and Science Education: What do They Have in Common?     

Norman Thomson  Jepkorir Rose Chepyator-Thomson 《Interchange》2002,33(1):49-83

In the context of globalization, indigenous educational systems of endangered cultures are faced with extinction. Biologists recognize that biodiversity is dependent upon sustaining and promoting knowledge and values of indigenous cultures. Education researchers have a similar responsibility — to promulgate educational diversity before several thousand years of valuable educational knowledge is extirpated. This paper presents the Keiyo of Kenya who have a rich educational system. Its focus is on an indigenous game, Kechui (using calculations to sharpen your mind), based on cattle raiding, and the Keiyos' use of the game for learning mixed strategy-based probabilistic problem solving. Kechui may also have international potential for teaching probabilistic problem solving in contemporary mathematics and science, especially genetics.  相似文献   

Impact of Sensory Processing on School Performance Outcomes in High Functioning Individuals with Autism Spectrum Disorder     

Christiana Butera  Priscilla Ring  John Sideris  Aditya Jayashankar  Emily Kilroy  Laura Harrison  Sharon Cermak  Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254

Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD.  相似文献   

Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach     

Martijn Leenknecht  Priscilla Hompus  Marieke van der Schaaf 《Assessment & Evaluation in Higher Education》2019,44(7):1069-1078

To make sure that feedback fulfils its aspirations, students’ active role in feedback should be acknowledged in higher education: It is students’ uptake of feedback that determines its effectiveness. In this study, feedback seeking behaviour of students is introduced in order to enrich our knowledge about students’ active role in feedback. Goal orientation was studied as antecedent of feedback seeking behaviour, and students’ deep learning approach as a mediating factor. Results indicated that students use both monitoring and inquiry strategies of feedback seeking, but they preferred monitoring. The association between feedback seeking behaviour and goal orientation was stronger for mastery goals than for performance goals. The preference for monitoring is stronger for students with more performance goal orientation. Deep learning approach was found to be a mediator in the relationship between goal orientation and feedback seeking behaviour. It can be concluded that students with the goal to learn from the activity will use more deep learning strategies and will seek more feedback, both in an active and passive way. This effect is less present for students with performance goals.  相似文献   

Special and mainstream school collaboration for the promotion of inclusion     

Richard Rose  Caroline Coles 《Journal of Research in Special Educational Needs》2002,2(2)

The Green Paper Excellence for All Children ( DfEE, 1997 ) set out an agenda for the future of special needs provision which was further endorsed by Meeting Special Educational Needs: A Programme for Action ( DfEE, 1998 ). Amongst the recommendations made within these documents was a reappraisal of the role of special schools to support increased opportunities for inclusion. This paper reports on research conducted in one English local education authority (LEA) to examine an approach to develop greater links between a special school and a number of mainstream schools, with the intention of enabling pupils with complex needs to be supported in mainstream classrooms. The research focused upon the procedures which had been developed to support pupils through a period of transition from segregated to mainstream education, and considered those conditions which had been created in order that inclusion might succeed.  相似文献   

REVIEW SYMPOSIUM     

Dr Priscilla Chadwick  Marie Parker‐Jenkins  Ivan Reid 《British Journal of Sociology of Education》2007,28(4):519-528

  相似文献