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Andrea Rolla San Francisco Corresponding author Melissa Arias Renata Villers 《Early Years: An International Journal of Research and Development》2005,25(2):113-127
High‐quality early childhood education has been shown to improve school outcomes in several developing and developed nations. The history of policy around pre‐school education in Costa Rica is described as background to presenting cross‐sectional data on the emergent literacy skills of low‐income Costa Rican children in kindergarten, 1st and 2nd grade from six schools (n?=?335). These data suggest that Costa Rican children show rather limited emergent literacy knowledge at the end of kindergarten. In addition, instruction in nine kindergarten classrooms is described and evaluated in order to provide vignettes of educational practice. The need for developmentally appropriate practice around emergent literacy skills and articulation with 1st grade is discussed and appropriate professional development is called for. 相似文献
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Massarani Luisa Chagas Catarina Rocha Luana Rowe Shawn Fontanetto Renata 《Research in Science Education》2021,51(5):1307-1324
Research in Science Education - Despite the fact that the majority of museum visitors are often very young children, much research in museums focuses on pre-teen learners (ages 8–12). Our... 相似文献
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Kuba Renata Rahimi Seyedahmad Smith Ginny Shute Valerie Dai Chih-Pu 《Educational technology research and development : ETR & D》2021,69(2):1201-1220
Educational technology research and development - Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case... 相似文献
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Holly A. Ruff Katharine R. Lawson Roseanne Parrinello Renata Weissberg 《Child development》1990,61(1):60-75
The goal of this longitudinal study was to explore whether early measures of attention and inattention would be predictive of later attentiveness and whether there was any evidence of stable individual differences in attentiveness. Both full-term and preterm children were observed at 1, 2, and 3.5 years in free play and in more structured situations. For the group as a whole, and for full-terms separately, quantitative measures of inattention at 2 years were predictive of comparable measures at 3.5 years. For preterms separately, quantitative measures of inattention at 1 year were predictive of both behavior and the mothers' rating on the Conners Hyperactivity subscale at 3.5 years. Global, qualitative ratings of attentiveness at 1 and 2 years were predictive of mothers' ratings on the Conners at 3.5 years for the group as a whole and for full-terms separately. For full-terms only, the global ratings of attentiveness at 1 and 2 years were also predictive of 3.5-year quantitative measures of behavior. These data provide an encouraging base for further investigation of early individual differences in attentiveness and of possible early precursors of later attention deficits. 相似文献
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This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there are multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta‐methodology for those researching from complexity‐based perspectives. The paper illustrates these arguments through the example of a large action research initiative, Technology Together, which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) and the implications of these for teacher professional development within a whole‐school context. 相似文献
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Theories of technological change fail to account for innovation stemming from affordances of previously developed artefacts. The literature has highlighted that novelty can originate from market needs, from inferences made from scientific theories or be the object of deliberate technology projects in technology-push models. More recently, scholars have suggested that exaptation, defined as the co-option of artefacts for new functions, may constitute a different path to novelty production. However, the link between the existing artefact and the genesis of new functions driving exaptation is underexplored. Through a longitudinal case study of instances of emergence of new technologies stemming from a single compound, coal tar, we show that exaptation plays a role in all novelty production and, in some cases, it is its main determinant. We build a model of exaptive novelty production that captures the interactions between secondary effects of existing technology, affordances, functionalities, and the emergence of new functions. Our model enriches the theory of innovation by integrating both serendipitous and planned processes as well as both artefactual characteristics and human intentionality. 相似文献
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Xenia Danos Renata Górska Eddie Norman 《European Journal of Engineering Education》2014,39(6):666-684
Curriculum planning for the development of graphicacy capability has not been systematically included in general education to coincide with the graphicacy needs of human society. In higher education, graphicacy curricula have been developed to meet the needs of certain disciplines, for example medical and teacher training and engineering, among others. A framework for graphicacy curricula, anticipating the graphicacy needs in higher education, has yet to be strategically planned for general education. This is partly a result of lack of research effort in this area, but also a result of lack of systematic curriculum planning in general. This paper discusses these issues in the context of graphicacy curricula for engineering. The paper presents three broad individual case studies spanning Europe and the USA, brought together by the common denominator, graphicacy. The case studies are based on: an analysis of graphicacy within general education curricula, an analysis of graphicacy for engineering education in Europe and an analysis of graphicacy for engineering education in the USA. These three papers were originally presented in a plenary session at the American Society for Engineering Education, Engineering Design Graphics Division at the University of Limerick in November 2012. The case studies demonstrate the potential for strategic curriculum planning in regard to the development of graphicacy in general education and an overview of a methodology to achieve that. It also offers further evidence towards the importance of the systematic classification of graphics capabilities in Engineering and how the lack of a developed theoretical framework in this area undermines the case for the importance of graphics within engineering education. 相似文献