Predictors of developmentally appropriate classroom practices in kindergarten through third grade   总被引：2，自引：0，他引：2  

Kelly L. Maxwell  R. A. McWilliam  Mary Louise Hemmeter  Melinda Jones Ault  John W. Schuster 《Early childhood research quarterly》2001,16(4)

This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.  相似文献   

加拿大城市原住民教育所面临的问题     

罗伯特·W·海伯  熊耕 《北京大学教育评论》2008,6(2):67-71

原住民是加拿大人口增长最快的少数民族。而且正经历着大规模由农村移民到城市的过程,这一过程是其他民族都必须经历的。然而加拿大原住民在正规教育和教育机会方面还落后于整个国家的水准。造成这种现实的原因是复杂的,涉及历史关系、政府政策、变化的形势以及社会经济挑战等因素。本文力图阐述存在的问题并分析其对原住民教育机会的限制,同时对克服原住民教育机会不平等的具体措施进行了探讨。  相似文献   

对分课堂：大学课堂教学改革的新探索   总被引：5，自引：0，他引：5  

张学新 《复旦教育论坛》2014,12(5):5-10

针对当前高校课堂存在的主要问题,结合讲授式课堂与讨论式课堂的优点,提出了名为"对分课堂"的课堂教学改革新模式。其核心理念是分配一半课堂时间给教师讲授,另一半给学生讨论,并把讲授和讨论时间错开,让学生在课后有一周时间自主安排学习,进行个性化的内化吸收。对应的考核方法强调过程性评价,并关注不同的学习需求。试点教学表明,对分课堂有效增强了学生学习的主动性,教学效果良好。对分课堂有可能是一种适合中国国情的高校课堂教学模式,值得进一步尝试和推广。  相似文献   

Effects of Headings on Text Summarization     

Lorch RF  Lorch EP  Ritchey K  McGovern L  Coleman D 《Contemporary educational psychology》2001,26(2):171-191

A summarization task was used to study whether headings influence readers' representations of the topic structure of a text. College students (Experiments 1-3) and sixth- and eighth-graders (Experiment 3) summarized a multiple topic text that (a) included headings introducing every new subtopic, (b) included headings introducing half of the new subtopics, or (c) included no headings. In all experiments, topics were more likely to be included in a summary if they were signaled than if they were not signaled. This effect was magnified when the text was only half signaled: Signaled topics were more likely to appear in a summary if only half the text topics were signaled than if all of the topics were signaled; however, unsignaled topics were less likely to appear in a summary if half of the text topics were signaled than if none of the text topics were signaled. The findings demonstrate that readers rely heavily on headings in a task that emphasizes attention to a text's topic structure. It is suggested that previously observed signaling effects on text recall are mediated by effects on how readers represent a text's topic structure. Copyright 2001 Academic Press.  相似文献   

Motivational and Cognitive Contributions to Students' Amount of Reading     

Cox KE  Guthrie JT 《Contemporary educational psychology》2001,26(1):116-131

The amount that students read for enjoyment and for school is a major contributor to students' reading achievement and knowledge of the world. Consequently, it is important to identify the factors that predict amount of reading. A literature review revealed that motivation, strategy-use, and past reading achievement all may be expected to predict reading amount. To examine these variables, a total of 251 students in Grades 3 and 5 was administered questionnaires of these constructs and a reading test. Results showed that amount of reading for enjoyment was predicted most highly by motivation, when all other variables were controlled statistically in multiple-regression analyses. In contrast, amount of reading for school was predicted most highly by strategy use, when all other variables were controlled. However, these predictions were different for students in Grades 3 and 5. Findings of the study indicate that amount of reading is multiply determined by cognitive and motivational constructs, which is consistent with an engagement perspective on reading development. Copyright 2001 Academic Press.  相似文献   

‘Do-it-yourself’ databases and the Local Area Network     

John M. Ashby 《TechTrends》1990,35(3):8-10

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Concurrent object-discrimination learning in rats     

Anthony C. Santucci  F. Robert Treichler 《Learning & behavior》1990,18(3):295-301

Investigations employing primates have sometimes used tests of concurrent object-discrimination as indexes of multiproblem memory in comparative studies of neuropathological impairment. The present investigation was an attempt to employ a comparable test procedure with rats. Data from two experiments indicated that rats could indeed be trained on a concurrent object-discrimination task. Furthermore, results from the second experiment indicated that these performances and brightness discriminations shared the property of disruption by posterior decortication. Implications for the neuropsychology of learning and memory are discussed.  相似文献   

The 1984 Nobel Physics Prize for Heterogeneous Engineering     

John Krige 《Minerva》2001,39(4):425-443

The 1984 Nobel Prize for physics wasawarded to two European scientists for theircontributions to the `large project' that ledto the identification of two importantfundamental particles. The citation recognizedthat major discoveries in high-energy physicsdemanded more than intellectual achievement andtechnical innovation. Such qualities had to beembedded in a technological, managerial,institutional and political infrastructure.This paper aims to capture the salient featuresof that infrastructure by insisting that atleast one of the laureates should be viewed,not only as a physicist, but also as a`heterogeneous engineer', who succeeded inmobilizing the human and material resourcesneeded to attain his objectives. As such, hisproject was similar to the Manhattan project,and was typical of the transformation in thepractice of physics that came about during theSecond World War.  相似文献   

Editorial     

John Swift 《The International Journal of Art & Design Education》1995,14(1):1-5

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Editorial     

Karen Evans  Anna Robinson‐Pant 《Compare》2006,36(1):1-3

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