Balancing Emotion and Reason to Develop Critical Thinking About Popularized Neurosciences     

Lombard  François  Schneider  Daniel K.  Merminod  Marie  Weiss  Laura 《Science & Education》2020,29(5):1139-1176

Science & Education - Bioscientific advances raise numerous new ethical dilemmas. Neuroscience research opens possibilities of tracing and even modifying human brain processes, such as...  相似文献   

Religious diversity in primary schools: reflections from the Republic of Ireland     

Daniel Faas  Merike Darmody  Beata Sokolowska 《British Journal of Religious Education》2016,38(1):83-98

Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to schools in the Republic of Ireland (Ireland). These challenges are particularly acute in Irish primary schools, the majority of which are under Catholic patronage. Recent changes have necessitated an extensive consultation process about how to accommodate religious diversity and have resulted in some important policy changes. This article contributes to an ongoing debate about state-run denominational schools and the place of Religious Education in these. While set in the Irish context, the article is also relevant for educators and academics in other jurisdictions as it describes recent policy developments and steps taken in addressing cultural and religious diversity in schools.  相似文献   

Investigating the sets of values that community members hold toward local nature centers     

Matthew H. E. M. Browning  Marc J. Stern  Nicole M. Ardoin  Joe E. Heimlich  Robert Petty  Cheryl Charles 《Environmental Education Research》2017,23(9):1291-1306

While nature center’s missions often point to connecting people to nature in various ways, their potential to provide a broader array of services to their communities remains largely unexplored. To better understand the values local community members hold for nature centers, we conducted survey research around 16 centers in the United States. Exploratory factor analysis identified four underlying values: environmental connection, leisure provision, community resilience, and civic engagement. Our limited sample of community respondents felt these values to be important and well-provided by local centers, suggesting centers may play broader roles in communities than inferred from their mission statements. The identification of these distinct value sets provides centers with food for thought regarding not only the services they provide, but also how they might communicate their roles to various constituencies in their communities. The values also provide clear conceptual categories for future research on the values of diverse community institutions.  相似文献   

A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students     

Walter L. Saunders  Daniel Shepardson 《科学教学研究杂志》1987,24(1):39-51

Several recent studies suggest concrete learners make greater gains in student achievement and in cognitive development when receiving concrete instruction than when receiving formal instruction. This study examined the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Four intact classes of sixth grade students were randomly selected into two treatment groups; concrete and formal. The treatments were patterned after the operational definitions published by Schneider and Renner (1980). Pretest and posttest measures were taken on the two dependent variables; reasoning, measured with Lawson's Classroom Test of Formal Reasoning, and science achievement, measured with seven teacher made tests covering the following units in a sixth grade general science curriculum: Chemistry, Physics, Earth Science, Cells, Plants, Animals, and Ecology. Analysis of covariance indicated significantly higher levels (better than 0.05 and in some cases 0.01) of performance in science achievement and cognitive development favoring the concrete instruction group and a significant gender effect favoring males.  相似文献   

Abstract     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):vii-vii

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VI. Personality Type as a Moderator of the Association of Head Start Participation to Developmental Outcome     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):74-85

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Top contributors to the school psychology literature: 1996–2005     

Gabrielle A. Roberts  Kim S. Davis  Dinorah Zanger  Aimee Gerrard‐Morris  Daniel H. Robinson 《Psychology in the schools》2006,43(6):737-743

An erratum has been published for this article in Psychology in the Schools 43(7) 2006, iii‐vi. [ ]. S.G. Little (1997) reported the top contributors to the school psychology literature from 1987 to 1995. The present study represents a follow‐up by examining the top contributors from 1996 to 2005. Similar to Little, a list of the top 50 contributors was developed using a point system that assigned more credit based on fewer coauthors and higher authorship placement. Expanding upon the Little study, we also computed a list of the top 50 contributors in terms of number of articles authored, thus facilitating a comparison of the two methods. Melissa Bray ranked first on both lists. The top 10 authors in terms of articles also were ranked in the top 13 in terms of points. Thus, for the most productive authors, choice of criteria for ranking does not appear important; however, in terms of encouraging versus discouraging collaboration among researchers, criteria choice may be important. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 737–743, 2006.  相似文献   

Leading by learning: exploring the professional learning networks of instructional leaders     

Torrey Trust  Jeffrey Paul Carpenter  Daniel G. Krutka 《Educational Media International》2018,55(2):137-152

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Motor vehicle crash brain injury in infants and toddlers: a suitable model for inflicted head injury?     

Shah M  Vavilala MS  Feldman KW  Hallam DK 《Child abuse & neglect》2005,29(9):953-967

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Organization and use of the mental lexicon by deaf and hearing individuals   总被引：7，自引：0，他引：7  

Marschark M  Convertino C  McEvoy C  Masteller A 《American annals of the deaf》2004,149(1):51-61

Two experiments explored the taxonomic organization of mental lexicons in deaf and hearing college students. Experiment 1 used a single-word association task to examine relations between categories and their members. Results indicated that both groups' lexical knowledge is similar in terms of overall organization, with associations between category names and exemplars stronger for hearing students; only the deaf students showed asymmetrical exemplar-category relations. Experiment 2 used verbal analogies to explore the application of taxonomic knowledge in an academically relevant task. Significant differences between deaf and hearing students were obtained for six types of analogies, although deaf students who were better readers displayed response patterns more like hearing students'. Hearing students' responses reflected their lexical organization; deaf students' did not. These findings implicate the interaction of word knowledge, world knowledge, and literacy skills, emphasizing the need to adapt instructional methods to student knowledge in educational contexts.  相似文献