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21.
Photography and Oral History as a Means of Chronicling the Homeless in Miami: The StreetWays Project
Eugene F. Provenzo Jr. Edward Ameen Alain Bengochea Kristen Doorn Ryan Pontier Sabrina Sembiante 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):419-435
This article describes the use of Photography and Oral History research methods as part of a collaborative research project on homelessness in Miami. Issues involving the use of documentary photography and oral history as a means of creating greater social awareness in the general public are explored, as well as broader issues of Social Justice. 相似文献
22.
Balancing theoretical and practical issues in the measurement of SRL remains a challenge. This is especially the case for large-scale studies among primary school children’s SRL. In this respect, the present study describes the development and validation of the Children’s Perceived use of Self-Regulated Learning Inventory (CP-SRLI) consisting of nine components. A multistep process was used to develop the questionnaire, including reviews by a teacher and expert panel, cognitive interviews with upper primary school children, and a large-scale administration. The original 109-item questionnaire was then presented to 504 fifth and 463 sixth graders (sample 1). Subsequent to exploratory factor analyses on each component, the factor structure of each component was confirmed by confirmatory factor analyses using an independent second sample (409 fifth and 314 sixth graders), leading to a questionnaire of 75 items. Further, the factor structure of the different components is found to be invariant across boys and girls. The implications of the results and potential avenues for future research are presented and discussed. 相似文献
23.
Jasmin Wertz Terrie E. Moffitt Jessica Agnew-Blais Louise Arseneault Daniel W. Belsky David L. Corcoran Renate Houts Timothy Matthews Joseph A. Prinz Leah S. Richmond-Rakerd Karen Sugden Benjamin Williams Avshalom Caspi 《Child development》2020,91(5):1745-1761
This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission. 相似文献
24.
Asia Pacific Education Review - One of the characteristics of a 21st-century learner is being technologically adept. Technology has a significant contribution to modern-day education in the heyday... 相似文献
25.
The role of writing in learning from analogies 总被引：1，自引：0，他引：1
Perry D. Klein Sabrina Piacente-Cimini Laura A. Williams 《Learning and Instruction》2007,17(6):595-611
26.
Interactions between Family Environment and Friendship and Associations with Self-Perceived Well-Being during Early Adolescence 总被引：5，自引：0，他引：5
Cyma Gauze William M. Bukowski Jasmin Aquan-Assee Lorrie K. Sippola 《Child development》1996,67(5):2201-2216
Using a sample of 138 early adolescents and their parents, we examined the hypothesis that family and friendship measures would moderate each other's associations with measures of children's perceptions of their adjustment and well-being. Family environment was assessed by asking parents to complete the Family Adaptability and Cohesion Scale II. A sociometric nomination procedure and the Friendship Quality Scale were completed by the subjects as assessments of reciprocity and quality in their best friendship relations. The Perceived Competence Scale for Children was used to assess children's adjustment. Stronger associations were observed between the family measures and the adjustment measures in children without a close friendship than in children with such a relationship. Also, friendship was more strongly linked to outcome measures for children from low adaptive and low cohesive families than for children in more adaptive and cohesive families. These findings indicate that experiences in the family and friendship domains interact in their associations with children's impressions of their adjustment during early adolescence. 相似文献
27.
Montgomery KS Cubera S Belcher C Patrick D Funderburk H Melton C Fastenau M 《The Journal of perinatal education》2005,14(2):26-35
Women with a multiple pregnancy have unique learning needs in preparing for birth. This paper explores the issues relevant to women with a multiple pregnancy to support a positive birth experience. One of the foundations of childbirth education and nursing care is to provide the individual woman and her family with knowledge regarding the birth process, what to expect, and how to cope with labor and birth. Education also focuses on caring for the newborns after birth and how to manage in the early days at home. However, traditional childbirth education classes, which meet in a series of evenings or Saturdays, may not meet the needs of women with a multiple pregnancy. In addition, because of the differences in care that exist for women with a multiple pregnancy, new paradigms for childbirth education are needed to meet the learning needs of these families. The purpose of this paper is to provide information to the childbirth educator on the differences in care women with a multiple pregnancy can expect and to suggest strategies to meet the childbirth education needs of these families. 相似文献
28.
Krell Moritz Redman Christine Mathesius Sabrina Krüger Dirk van Driel Jan 《Research in Science Education》2020,50(6):2305-2329
Research in Science Education - Scientific reasoning competencies are highlighted in science education policy papers and standard documents in various countries around the world and pre-service... 相似文献
29.
This study examined age-related differences in the effectiveness of two generative learning strategies (GLSs). Twenty-five children aged 9–11 and 25 university students aged 17–29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example-based learning correlated with children’s analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age. 相似文献
30.
Diana Raufelder Nicola Neumann Martin Domin Robert C. Lorenz Tobias Gleich Sabrina Golde Lydia Romund Anne Beck Frances Hoferichter 《Child development》2021,92(6):2213-2223
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated. 相似文献