��It depends on what science teacher you got��: urban science self-efficacy from teacher and student voices     

Virginia L. J. Bolshakova  Carla C. Johnson  Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers’ effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.  相似文献   

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach,Academic Achievement,and Satisfaction     

Gerardo Pellegrino  Nicole Casali  Chiara Meneghetti  Carla Tinti  Anna Maria Re  Barbara Sini  Maria Chiara Passolunghi  Antonella Valenti  Lorena Montesano  Barbara Carretti 《Learning disabilities research & practice》2023,38(4):274-284

In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.  相似文献   

Natural lighting in the Hall of Two Hundred. A proposal for exhibition of its ancient tapestries     

Carla Balocco  Elena Frangioni 《Journal of Cultural Heritage》2010,11(1):113-118

The present paper provides a qualitative and quantitative approach to natural lighting design for the Hall of Two Hundred in Palazzo Vecchio (the present town hall) in Florence. Starting from transient simulation of natural lighting inside the Hall in its present state, using the commercial software Radiance, a design proposal was suggested, detecting the optimal conditions for tapestry conservation and maintenance and taking into account their periodical exhibition, designing a proper wall show-case solution. The suggested design does not modify the architecture and structure of the building. The distribution of natural lighting and consequently of the illuminance and luminance inside the ambient, suggested a solution for exhibition of the historical tapestries, which can guarantee not only tapestry conservation but also the Hall structure and its present uses. The design proposal provides a comfortable lighting environment, rehabilitation and improvement of the historical perception and sight of these works of art, under variable sun and sky conditions throughout the year.  相似文献   

Movement Toward Interdisciplinary instruction: Teacher Educators Respond     

Cheryl L. Mason  Carla Mathison 《Teaching Education》2013,24(2):183-189

Tracy completes her laboratory assignment and gathers her books as her second period science class draws to a close. As she leaves the room and heads to her next class, Tracy stops by her locker to drop off her science text and pick up an English literature book for third period. For her, the separation between science and English is both physical and mental. In the time it takes to move from one room to another, Tracy has also moved from one ‘mind set’ to another, exit science, enter English.  相似文献   

The quality of student dialogue in citizenship education     

Jaap Schuitema  Carla van Boxtel  Wiel Veugelers  Geert ten Dam 《European Journal of Psychology of Education - EJPE》2011,26(1):85-107

This study investigates the relationship between the quality of student dialogue and students’ ability to justify their viewpoints on a moral issue. A curriculum unit for dialogic citizenship education was developed and implemented in the 8th grade of secondary education. In the final lesson, students discussed a moral issue and then wrote an essay on it. The results show that students who made more value-related utterances during the discussion also referred more often and more explicitly in their individually written essays to moral values. This study indicates that the quality of the content of students’ dialogue is important for their ability to substantiate their opinion on moral issues with value-laden argumentation. Approaches to citizenship education in which dialogue is a central element should, therefore, pay specific attention to the validation of ideas in student dialogue.  相似文献   

Anatomical Sciences Education Vol. 4, Issue 3, 2011 Cover Image     

Veronica Macchi  Andrea Porzionato  Carla Stecco  Cesare Tiengo  Anna Parenti  Adriano Cestrone  Raffaele De Caro 《Anatomical sciences education》2011,4(3)

Medical Gross Anatomy lecture at the University of Padova, Italy. Gross Anatomy at the University of Padova is taught utilizing both traditional and technological resources, which are integrated with practical laboratory exercises (mainly on plastic models and plastinated specimens) as well as radiological anatomy. In this issue of ASE, Dr. Veronica Macchi and her colleagues from the Department of Human Anatomy and Physiology at the University of Padova discuss an innovative pilot project with their University Hospital in which they obtain body parts removed from patients during surgical procedures and utilize them for gross anatomy education. The cover photograph shows one of the co‐authors of this paper, Professor Raffaele De Caro and his students, performing dissection of the distal forearm and hand in the anatomy lecture theater at the University of Padova.  相似文献   

The impact of different types of physical activity on total and regional bone mineral density in young Brazilian athletes     

Silva CC  Goldberg TB  Teixeira AS  Dalmas JC 《Journal of sports sciences》2011,29(3):227-234

Bone turnover is affected by exercise throughout the lifespan, especially during childhood and adolescence. The objective of this study was to investigate the impact of different sports on total and regional bone mineral density in male Brazilian adolescent athletes. Forty-six adolescents aged 10-18 years participated in the study: 12 swimmers, 10 tennis players, 10 soccer players, and 14 sedentary individuals. The athletes had engaged in physical activities for more than 10 h per week in the previous 6 months. Bone mineral density of the lumbar spine (L1-L4), left proximal femur region, and whole body was evaluated by dual-energy X-ray absorptiometry. Results showed higher mean values in the proximal femur region of tennis and soccer players (1.02 ± 0.18; 0.96 ± 0.16, respectively) than swimmers and controls (0.91 ± 0.14 and 0.87 ± 0.06, respectively) (P < 0.05). In relation to the impact of sporting activities based on bone age determination, we observed significant differences in bone mineral density at all evaluated sites at the end of puberty (16-18 years) compared with 10-12 years, with increases of 78% in the lumbar spine, 47% in the proximal femur, and 38% in the whole body.  相似文献   

The Role of Child Interests and Collaborative Parent–Child Interactions in Fostering Numeracy and Literacy Development in Canadian Homes     

Ivanna K. Lukie  Sheri-Lynn Skwarchuk  Jo-Anne LeFevre  Carla Sowinski 《Early Childhood Education Journal》2014,42(4):251-259

Children’s involvement in home literacy and numeracy activities has been linked to school achievement, but the subtleties in the home environment responsible for these gains have yet to be thoroughly investigated. The purpose of this study was to determine how children’s interests and collaborative parent–child interactions affect exposure to home literacy and numeracy activities. Parents of 170 four-to-five year old children completed a survey about their child’s home learning environment. They rated their children’s interests in 14 activities, and the extent of parent–child collaboration on a cooking and card-making task. Follow up interviews were also initiated with four mothers to provide validation of the survey data in numeracy. Factor analyses reduced the number of survey items. Parents whose children preferred exploratory, active or crafts activities reported frequent engagement in literacy and numeracy activities. Parents seeking a collaborative approach during activities reported increased exposure to home literacy and numeracy activities than families with less collaborative involvement. Interview data confirmed that parents of children with high numeracy scores were exposing their children to rich numeracy activities during play. The findings suggest that children’s interests and collaborative parent–child involvement impact literacy and numeracy exposure in the home.  相似文献   

Directed forgetting among third and seventh graders     

Carla J Posnansky 《Contemporary educational psychology》1976,1(3):247-256

The present studies examined the effectiveness of explicit and implicit Forget cues for enhancing memory of to-be-remembered items within a directed forgetting paradigm. Such a paradigm may be viewed as a laboratory analogue to a classroom testing situation where students read through an examination before beginning in order to cue themselves as to which information is important to remember. Subjects were third- and seventh-grade children. Evidence was provided that directed forgetting processes were operative at the time of recall so that memory enhancement did not merely reflect differential rehearsal of the to-be-remembered items during study. When easy partitioning of items into Remember and Forget sets was possible, subjects as young as third graders could benefit from postpresentation Forget cues. The data suggest that postpresentation Forget cues permit a selective search during recall and a consequent reduction in interference from to-be-forgotten items. Applications of these findings to a classroom testing situation were discussed.  相似文献   

“Read through the test before you begin”: New support for traditional advice     

Carla J. Posnansky 《Contemporary educational psychology》1977,2(3):258-264

After studying lists of pseudowords and their definitions, high school students were instructed to read through pseudoword vocabulary tests before beginning them in order to note which of the studied items would, in fact, be tested. When compared to students not so instructed, these students' performances were significantly better. This simple finding was explained in terms of the selective search interpretation of memory enhancement found in a directed-forgetting paradigm. The results reported here provide an important potential explanation for the effectiveness of teachers' traditional advice to students regarding the importance of a preliminary reading of test questions.  相似文献