Book reviews     

Alexis RENDELL‐DUNN 《Learned Publishing》2011,24(3):235-235

Abstracts and Abstracting. A Genre and Set of Skills for the Twenty‐first Century Tibor Koltay Oxford, Chandos Publishing, 2010, 227pp. ISBN 978 1 84334 517 6, £47, paperback  相似文献   

The development of uncertainty monitoring during kindergarten: Change and longitudinal relations with executive function and vocabulary in children from low-income backgrounds     

Christopher R. Gonzales  Alexis Merculief  Megan M. McClelland  Simona Ghetti 《Child development》2022,93(2):524-539

Children's ability to monitor subjective feelings of uncertainty (i.e., engage in uncertainty monitoring) is a central metacognitive skill. In the current study, we examined the development of uncertainty monitoring as well as its relations with vocabulary and executive function development in children (N = 137, 52% female) from predominately White and Latinx/Hispanic backgrounds when they were 4–6 years old and enrolled in a Head Start preschool and kindergarten between 2018 and 2019. We found that children's uncertainty monitoring improved during the kindergarten year. Children's executive function and vocabulary in preschool and vocabulary growth from preschool to kindergarten predicted uncertainty monitoring at the end of kindergarten, which sheds new light on potential mechanisms supporting children's metacognitive development.  相似文献   

Electroencephalogram and Heart Rate Regulation to Familiar and Unfamiliar People in Children With Autism Spectrum Disorders     

Amy Vaughan Van Hecke  Jocelyn Lebow  Elgiz Bal  Damon Lamb  Emily Harden  Alexis Kramer  John Denver  Olga Bazhenova  Stephen W. Porges 《Child development》2009,80(4):1118-1133

Few studies have examined whether familiarity of partner affects social responses in children with autism. This study investigated heart rate regulation (respiratory sinus arrhythmia [RSA]: The myelinated vagus nerve's regulation of heart rate) and temporal–parietal electroencephalogram (EEG) activity while nineteen 8- to 12-year-old children with autism and 14 controls viewed videos of a familiar and an unfamiliar person reading a story. Children with autism had lower overall RSA levels and exhibited decreased RSA to the unfamiliar person, versus control children. Both groups decreased temporal–parietal EEG activity to the unfamiliar person. Higher RSA was related to higher social skill ratings and fewer problem behaviors. Thus, the social difficulties of children with autism may be characterized by specific mobilization to unfamiliar people.  相似文献   

Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety,Self-Efficacy,and Perceived Emotional Support     

Alexis A. Hadden  Brandi N. Frisby 《Communication quarterly》2019,67(1):60-75

This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of two feedback scenarios in which level of face threat was manipulated. Student feedback anxiety was measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that feedback anxiety predicts lower self-efficacy for learning and less perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student–instructor communication are discussed.  相似文献   

A Competence-Oriented Approach to Models and Modelling in Lower Secondary Science Education: Practices and Rationales Among Danish Teachers     

Nielsen  Sanne Schnell  Nielsen  Jan Alexis 《Research in Science Education》2019,51(2):565-593

A new science curriculum, with a significant emphasis on modelling, was recently adopted in Danish lower secondary education. The theoretical intentions behind the new curriculum include substantial changes to how teachers should address models and modelling in their practice. The purpose of this study is to analyse the alignment between the intentions and arguments for integrating models and modelling into science education, on the one hand, and teachers’ practices and rationales for integrating models and modelling into their teaching practice, on the other. First, this study outlines a theoretical competence-oriented modelling framework. This framework describes what kind of knowledge and practice of models and modelling needs to be integrated into teaching to accomplish a competence-oriented approach in this regard. Second, against the background of this framework, we conducted an empirical study of three teacher-teams’ talk about modelling and their practice of integrating models and modelling in their teaching. Our findings suggest that the participating teachers’ practices and rationales for integrating models and modelling into their teaching are characterised by a product-oriented approach that is not well aligned with competence-oriented teaching. Finally, we provide ideas for improving the alignment between theoretical intentions and teachers’ practice, targeted at science educators and curriculum designers.

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The effect of predictive cues on freezing in rats     

Robert C. Bolles  Alexis C. Collier 《Learning & behavior》1976,4(1):6-8

Rats were given five shocks over a 5-min period and then observed for 20 min. Much more freezing was observed in animals that remained in the shock situation than in animals moved to another situation. Freezing, therefore, seems to be controlled primarily by external shock-related cues. Freezing appears to be also partly controlled by the inherent stimulus properties of the situation.  相似文献   

Implementing and assessing use-drive acquisitions: A practical guide for librarians,by Steven Carrico,Michelle Leonard,and Erin Gallagher. Lanham,MD: Rowman & Littlefield, 2016. 176 p. $65.00. ISBN 978-1-4422-6276-8.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(1):90-91

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Marketing for Special and Academic Libraries: A Planning and Best Practices Sourcebook,by Valerie S. Gordon and Patricia C. Higginbottom. Lanham,MD: Rowman & Littlefield, 2016. 178 pp. $38.00. ISBN 978-1-4422-6270-6.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(3):275-276

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Students’ Perceptions of Religion and Science,and How They Relate: the Effects of a Classroom Intervention     

Alexis Stones  Jo Pearce  Michael J. Reiss  Tamjid Mujtaba 《Religious education (Chicago, Ill.)》2020,115(3):349-363

Abstract

In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15?year-old students develop a better appreciation for the relationship(s) between science and religion and a less reductionist understanding of biology. Our focus here is on the understandings that students have about the relationship between science and religion. The intervention was successful in improving the understandings of almost half of the students interviewed, but in these interviews we still found many instances where students showed misunderstandings of the nature of both religious and scientific knowledge. We argue that RE needs to attend to questions regarding the nature of knowledge if students are to develop better understandings of the scope of religions and how they arrive at their knowledge claims.  相似文献   

Recognising ethnic identity in the classroom: a New Zealand study     

Alexis Siteine 《International Studies in Sociology of Education》2017,26(4):393-407

The recognition and affirmation of student identity in New Zealand primary schools is a policy requirement. While directives for its implementation are found in the current national curriculum, little, if any, guidance is given about what this means or how it might look in classroom programmes. This paper discusses a study concerning the beliefs, understandings and practices of teachers as they interpret the curriculum related to the identity directive. The findings indicate that a marked divergence exists between the identity directive encoded into the curriculum and the way in which teachers decode and enact the directive in their practice. This article argues that two unintended effects are produced as a result of this divergence. First, rather than promote the affirmation of student identity, the enactment of this directive might, in fact, lead to ethnic division. Second, attempts to recognise and affirm identity have led to the displacement of school subject knowledge in classroom programmes. These unintended outcomes are not only unacknowledged, but they continue to disadvantage the community the identity directive was intended to address.  相似文献