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教育政策和实践总是处在困境之中,这是困扰政策制定者和实践者的问题.本文着力从教育政策和实践所面临的困境、如何处理困境的角度,重新审视政策和实践两者的关系,并从政策目标、政策工具和实践中的能力三方面对其展开论述,以期在冲突的基础上促进教育政策和实践间的融合. 相似文献
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Stacy R. Johnson Adina M. SeidenfeldCarroll E. Izard Roger Kobak 《Early childhood research quarterly》2013
Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start classroom environments on the development of prosocial behavior among children with caregivers high in depressive symptomatology. We initially examined the association between caregiver depressive symptoms and children's starting levels of prosocial behavior and then tested classroom emotional support as a moderator of the relation between caregivers’ depressive symptoms and children's prosocial behavior development during the school year. The sample of 194 Head Start preschoolers in 28 classrooms was part of a larger study designed to test the effects of an emotion-based prevention program. As expected, caregivers’ levels of depressive symptoms predicted lower starting levels of prosocial behavior. However, classroom emotional support promoted improvements in prosocial behavior for the children of the caregivers high in depressive symptomatology. The implications of these findings for the development of preventive interventions are discussed. 相似文献
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Although some evidence indicates that even very young children engage in rudimentary forms of strategic behavior, the underlying mechanisms remain largely unknown. This study tested the hypothesis that uncertainty monitoring underlies such behaviors. Three‐, four‐, and five‐year‐old children (N = 88) completed a perceptual discrimination task. Results indicated that children are more likely to withhold (vs. volunteer) responses on trials for which, when forced to provide an answer, they report subjective uncertainty (vs. subjective certainty). Furthermore, uncertainty monitoring positively predicted the strategic regulation of accuracy via withholding of incorrect responses, even when controlling for individual differences in inhibitory control. Overall, results suggest that children's awareness of their own knowledge states contributes to early strategic behavior. 相似文献
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Luca Benedetti Simona Quartieri Rinaldo Cervellati Daniela Perugini 《International Journal of Science Education》2013,35(4):439-445
Responses to a written beliefs test for 178 eighth grade students and interviews with a subset of the students are analysed to investigate students' beliefs about the tentativeness of scientific knowledge and about the autonomy and strategies appropriate for science learning. These three dimensions of beliefs are salient because they align with the image of science teaching promoted by current reform movements. Analyses focus on change in beliefs and relationships among dimensions of beliefs and between those beliefs and students' understandings of science concepts. Results show that students' beliefs do not change much during the one-semester course. Students who view scientific knowledge as tentative also try to understand science. Autonomous students do not hold the most productive learning strategies, though students with low autonomy develop significantly less coherent understandings of science concepts. Instructional implications focus on potential roles of teachers and technology in promoting productive beliefs about scientific knowledge and science learning. Implications for individualized instruction follow classroom-level implications. 相似文献
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Although recent research has highlighted that lesbian, gay, bisexual and transgender (LGBT) youths represent a resilient population, they still suffer from social stigma and oppression, being potentially at additional risk of developing negative mental health outcomes. One of the main environments where violence and harassment against this population are present is the school. Within school contexts, the impact that teachers can have on the educational experiences of LGBT youths seems to be a crucial point. This paper explored sexist, homophobic and transphobic attitudes among 438 pre-service teachers in relation to specific socio-demographic features. Results indicated that being male, heterosexual, conservative and currently religious were positively associated with sexist, homophobic, and transphobic attitudes and feelings, and having a LGBT friend was negatively associated with homophobic and transphobic attitudes and feelings. These results suggest the need to introduce specific training on the deconstruction of gender and sexual stereotypes and prejudices, to provide teachers with efficient tools to address diversity in the classrooms and to implement inclusive school policies. Suggestions for the implementation of good practices are provided. 相似文献
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This study investigated the narrative scaffolding styles of Spanish-speaking and English-speaking mothers as they engaged their preschool-aged children in family reminiscing and book sharing interactions. Specifically, the study examined the dimensions of narrative elaboration and participation in mothers' scaffolding styles across the 2 narrative tasks. Cluster analyses identified 2 styles of maternal scaffolding for each context, differing in the degree to which mothers elaborated, the manner in which they did so, and the extent to which they encouraged child participation. Findings highlight the importance of both narrative elaboration and narrative participation as defining dimensions of maternal scaffolding styles. Results are discussed in relation to variations in socialization practices and the role these practices might play in children's development. 相似文献
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Innovating firms are likely to face several challenges and experience different types of barriers. In this paper we argue that it is necessary to distinguish between two kinds of barriers to innovation. The first corresponds to what we describe as revealed barriers and reflects the degree of difficulty of the innovation process and the learning experience consequent on the firm engaging in innovation activity. The second type of impediment, which we label deterring barriers, encompasses the obstacles that prevent firms from committing to innovation. We use data from the 4th UK Community Innovation Survey (CIS4) to investigate the relationship between firms’ engagement in innovation and their assessment of the barriers to innovation. We show that the relationship is curvilinear in the case of costs and market barriers. These results have important implications for innovation policy and innovation management. 相似文献