Liverpool and the Recognized Non‐certified Efficient Elementary Private Adventure School     

Phil Gardner 《Journal of educational administration and history》1992,24(2):186-196

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The effects of age of viewer and gender of the narrator on children's visual attention and recall of story ideas     

James D. Klein  Dalene R. Voss  Robert A. Reiser  Geralene N. Gardner 《Educational technology research and development : ETR & D》1987,35(4):231-238

The purpose of this study was to investigate the effects of the age of viewers and the gender of the narrator in a film, and to examine the interaction between these two variables. Subjects in second and fifth grades were randomly assigned to two treatment groups. One group watched a film narrated by a female and the other watched the same film narrated by a male. As subjects watched the film, the experimenters measured their visual attention to the program. Recall of story ideas was also measured, using a multiple-choice test. The results indicated that the gender of the narrator influenced the recall of second-graders, but did not influence the recall of fifth-graders. Results suggest that older children pay greater visual attention to a program than younger children. Implications for developing audio-visual materials for children are discussed.  相似文献   

Science and Mathematics Instruction of Beginning Elementary Teachers     

McDevitt  Teresa M.  Gardner  April L.  Shaklee  Janie M.  Bertholf  Michele M.  Troyer  Rod 《Journal of Science Teacher Education》1999,10(3):217-233

Journal of Science Teacher Education -  相似文献   

Some Achilles' Heels of Thinking Skills: a Response to Higgins and Baumfield   总被引：1，自引：0，他引：1  

S. Johnson  & P. Gardner 《Journal of Philosophy of Education》1999,33(3):435-449

Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We examine these defences and find them flawed and worrying. We conclude that this is a domain in serious need of a priori approaches.  相似文献   

教育信息化和未来学校教育模式——透视伍德的国家教育信息化政策框架   总被引：1，自引：0，他引：1  

袁莉 《中国教育信息化》2005,(9):60-65

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“What are you Representing?” Contesting Identities of Incarcerated Youth     

Joby Gardner 《The Urban Review》2009,41(2):174-197

This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”. Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.

Joby GardnerEmail:

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The tangled roots of real estate markets,the state,and public education     

Matthew Gardner Kelly 《Journal of educational administration and history》2018,50(3):191-203

In this article, I use a case study of education in nineteenth-century Oregon to place the twentieth-century phenomenon of ‘shopping for schools’ within a broader historical context. In doing so, I make three points. First, documenting previously unacknowledged links between the spread of public education and efforts to market land, I suggest that education, real estate markets, and the state have deeper and more tangled roots than scholars have imagined. Second, I contend that wrestling with these tangled roots suggests the need for scholars to reexamine the role of private markets in shaping the organisation of educational opportunity across places and time. Third, I argue that histories like Oregon’s demonstrate that ‘state’ and ‘market’ are neither stable nor mutually exclusive categories.  相似文献   

The Impact of a Therapy Dog Program on Children’s Reading: Follow-up and Extension to ELL Students     

Jean Kirnan  Nina E. Ventresco  Thomas Gardner 《Early Childhood Education Journal》2018,46(1):103-116

An initiative in which therapy dogs were integrated into a school-wide reading curriculum was analyzed to determine the effect on student reading in the program’s second year. Prior research on the first year of this specific program (Kirnan et al. in Early Child Educ J 44(6):637–651) demonstrated improvement in reading scores only for kindergarten students, while interview data revealed increases in positive attitudes and enthusiasm for reading across all grades. In the current study, a series of independent t-tests were conducted for each grade, comparing the second year of the program to a control group. There was a significant difference for kindergarten in the second year, as reading scores were higher for program students compared to those in the control group. Unlike the first year of the program, in the second year there was also a significant mean difference in first grade. For both grades, an analysis of covariance controlling for reading scores prior to program implementation still resulted in a significant main effect for the reading program. Combining the first 2 years of the program yielded a large enough sample for a comparison of ELL students with non-ELL students in kindergarten. These data showed significantly higher reading scores for students enrolled in the dog program relative to the control for both ELL and non-ELL students, again accounting for earlier reading scores. These findings demonstrate the need to analyze at-risk subgroups as well as the need to apply a longitudinal lens in researching both dog-assisted literacy programs and participant progress.  相似文献   

Logical connectives in science: Some preliminary findings     

P. L. Gardner  L. Schafe  U. Myint Thein  R. Watterson 《Research in Science Education》1976,6(1):97-108

Logical connectives are words or phrases which serve as links between sentences, or between propositions within a sentence, or between a proposition and a concept. The Logical Connectives in Science Project has identified about 200 such terms commonly use in school science text material, and has prepared over a thousand test items in order to measure secondary school students’ comprehension of these terms. The primary aim of the research is to identify students’ specific difficulties; a secondary aim is to explore the relationships between students’ ability to comprehend logical connectives and other variables of interest to educational researchers. The research is still in progress; the present paper reports on recent work in four areas: (1) early findings on pupils’ difficulties with logical connectives, based on data obtained from the trial testing of the items; (2) the relationship between logical connective ability (LCA) and socio-economic status (SES); (3) the relationship between LCA and cognitive preferences; and (4) the relationship between LCA and attitudes to a textbook (PSSC Physics) which makes extensive use of a wide range of logical connectives. Significant correlations were found between LCA and SES; however, LCA was found to be uncorrelated with either cognitive preferences or with attitudes to the PSSC text.  相似文献   

Evaluation of a technology unit in a girls' primary school     

Marion Eke  Dr. Paul L. Gardner 《Research in Science Education》1991,21(1):65-73

Rapid advances in technology are changing the structure of the workforce. There are elite highly-paid hi-tech occupations and low status poorly-paid jobs. Women are unfortunately more likely to be found in the latter category. To allow them to qualify and compete for the higher-status positions, girls need to participate in the physical sciences and in technology studies. However, they are rarely attracted to them in secondary school, possibly because they are already alienated from them by the time they leave primary school. This paper reports some of the outcomes of a curriculum unit taught in two primary school classes in an independent school for girls. The unit was cross-curricular, involving technology, science and other fields of knowledge; it made extensive use of LEGO Technic materials. The evaluation of the unit, based on observations, a teacher journal and pupil questionnaires, focussed upon the issue of whether it assisted the girls to feel happier about working with unfamiliar technology and feel more capable of doing so. Implications for teaching technology are also discussed. M.Ed. St student, Monash University.Specializations: primary school science and technology for girls. Dr. Paul Gardner, Reader in Education, Monash University, 3168.Specializations: science and technology education, technology teacher education, educational evaluation, measurement of attitudes and interests.  相似文献