V. MATERNAL SENSITIVITY AND CO-CONSTRUCTION SKILLS: CONCURRENT AND LONGITUDINAL ASSOCIATIONS WITH PRESCHOOLERS’ SECURE BASE BEHAVIOR     

Ting Lu  Germán E. Posada  Jill M. Trumbell  Laura Anaya 《Monographs of the Society for Research in Child Development》2018,83(4):74-90

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Diverse perspectives on student agency in classroom assessment     

Lenore Ellen Adie  Jill Willis  Fabienne Michelle Van der Kleij 《The Australian Educational Researcher》2018,45(1):1-12

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Editorial: Anticipations of educational research in Australia     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1996,23(1):i-v

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Developing Motivation and Cognitive Learning Strategies Through an Undergraduate Learning Community     

Stefanou  Candice R.  Salisbury-Glennon  Jill D. 《Learning Environments Research》2002,5(1):77-97

This study describes the effects on student motivation and cognitive learning strategies of an approach involving an undergraduate learner-centered community of learners approach to instruction. Six learning communities were created using the following objectives: integrated courses, active and collaborative learning, and opportunities for learning through information technology and library resources. Instructors attended ten workshops designed to assist them in developing the learning communities according to the objectives of the program. Results indicate significant changes in motivation and cognitive strategy use by the end of participation in the learning community. Within the motivation subscales, students in the learning communities reported significantly higher levels of intrinsic and extrinsic motivation, more internal control of their learning, and self-efficacy, along with significantly lower levels of test anxiety and task value. Within the learning strategies subscales, students reported increases in their use of rehearsal strategies, organization strategies, critical thinking, time management, and the use of peer learning and help-seeking behaviors.  相似文献   

Cognitive Techniques as a Means for Facilitating Supervisee Development     

Aaron Kindsvatter  Darcy Haag Granello  Jill Duba 《Counselor Education & Supervision》2008,47(3):179-192

During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes.  相似文献   

Students' mathematical modeling of motion     

Jill A. Marshall  David J. Carrejo 《科学教学研究杂志》2008,45(2):153-173

We present results of an investigation of university students' development of mathematical models of motion in a physical science course for preservice teachers and graduate students in science and mathematics education. Although some students were familiar with the standard concepts of position, velocity, and acceleration from physics classes, most students had difficulty using these concepts to characterize actual or hypothetical motions. Furthermore, some students developed their own nonstandard method of describing accelerated motion in terms of changes in the average velocity, from the start of the motion up to a given time. This is in contrast to the physics community's use of the acceleration construct, defined in terms of changes in the instantaneous velocity, to describe such motion. Although the change in average velocity is not typically identified as an important construct in traditional physics texts, some students found it intuitively appealing, and were able to use it successfully to describe and predict motion. We conclude that by focusing on standard constructs, and ignoring possible intuitive ways that students might view motion, standard kinematics instruction may miss an opportunity to maximize student understanding. © 2007 Wiley Periodicals, Inc. J. Res. Sci. Teach 45: 153–173, 2008.  相似文献   

The response of pre-service teachers to a compulsory research project     

Kylie Shaw  Allyson Holbrook  Jill Scevak  Sid Bourke 《The Australian Educational Researcher》2008,35(3):89-109

This paper draws on 159 survey responses of fourth year Education students as they embark on a research project based in their internship school. The project explores predisposition to research and the level of preparedness to undertake a research project. The students who met most frequently with their supervisor and showed higher research self-efficacy were also most likely to want to undertake postgraduate study and reacted positively to good personal support and a feeling of belonging to a research “community”. Many felt they were “unconnected” to a learning community, and specifically to their supervisor. They were generally positive about their ability to do the tasks, such as finding and writing up literature, even though they were concerned about managing the overall commitment. Despite this they were optimistic about completion. Only 5% were sure they would undertake postgraduate study in the future, and 65% were sure they would not do so. In an environment where there is commitment to promoting research skills consistent with the needs of a knowledge society and drawing on evidence to inform practice, the findings not only raise the question of how best to support and give meaning to early research endeavours of preservice teachers, but also highlights the challenge of achieving this against a high level of disinterest in further tertiary study.  相似文献   

Developing young readers through the linguistic phonics approach     

Colette Gray  James Ferguson  Sarah Behan  Carol Dunbar  Jill Dunn  Denise Mitchell 《International Journal of Early Years Education》2007,15(1):15-33

This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers.  相似文献   

Ethnicity and image: correlates of crowd affiliation among ethnic minority youth     

Brown BB  Herman M  Hamm JV  Heck DJ 《Child development》2008,79(3):529-546

Because ethnicity is a basis for defining peer crowds in ethnically diverse American high schools, some may question whether crowds foster discrimination and stereotyping or affirm minority youths' positive ties to their ethnic background. Through examination of both self- and peer ratings of crowd affiliation among 2,465 high school youth aged 14–19 years, this study assesses the likelihood that African American, Asian American, Latino, and multiethnic adolescents are associated with ethnically defined crowds. Crowd affiliations are related to friendship patterns among all groups, positive features of ethnic orientation for Asian and Latino youth, but also some aspects of stereotyping and discrimination for Latinos. Results emphasize ethnic diversity in the role that peer crowds play in minority adolescents' social experiences.  相似文献   

What verbal protocols reveal about the reading strategies of deaf students: a replication study     

Schirmer BR  Bailey J  Lockman AS 《American annals of the deaf》2004,149(1):5-16

Deaf students' reading strategies were identified by investigating these students' self-reported thinking during reading. In an earlier study (Schirmer, 2003), 10 elementary-level students attending a state school for the deaf had constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated comprehension, but had not demonstrated each of the reading strategies within these three overarching activities, all observed in previous studies of hearing skilled readers. Also, the students used a considerably greater variety of reading strategies for constructing meaning than for the other two activities. The replication study used the same procedure. Six elementary-level students attending a site-based public school classroom for deaf students thought aloud after reading each page of a short story. Analysis of these verbal reports indicated the participants performed similarly to those in the first study, thus supporting the reliability of results regarding reading strategies of readers who are deaf.  相似文献