Young children's recognition of the intentionality of teaching     

Ziv M  Solomon A  Frye D 《Child development》2008,79(5):1237-1256

Two studies examined the role of intention in preschoolers' understanding of teaching. Three- to 5-year-olds judged stories in which there was an intention to teach or not (teaching vs. imitation) for 4 different learning outcomes (successful, partial, failed, and unknown). They also judged 2 stories with embedded instructional intent (e.g., guided discovery learning) and several standard theory of mind tasks. There was an age-related change in the understanding of teaching. Five-year-olds distinguished teaching from imitation and recognized guided discovery learning. Understanding of imitation and false belief was related. The findings indicate that theory of mind is relevant to other means of knowledge acquisition besides perceptual access and that understanding intention could help young children to recognize instruction and identify its different forms.  相似文献   

Training Theory of Mind and Executive Control: A Tool for Improving School Achievement?     

Daniela Kloo  Josef Perner 《Mind, Brain, and Education》2008,2(3):122-127

ABSTRACT— In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children's competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children's success in school. This article reviews several successful training studies in preschool children showing that these two school-related competencies can be trained. We also discuss methodological factors that may be important for the effectiveness of training programs. Finally, the review outlines implications of brain research for such training interventions.  相似文献   

Short-run effects of accountability pressures on teacher policies and practices in the voucher system in Santiago,Chile     

Gregory Elacqua  Matías Martínez  Humberto Santos  Daniela Urbina 《School Effectiveness & School Improvement》2016,27(3):385-405

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SCIENTIFIC STUDY GROUPS,SEMINARS, AND SCHOOLS IN ROMANIAN HIGHER EDUCATION IN MATHEMATICS     

Solomon Marcus 《Higher Education in Europe》1989,14(3):41-46

This article describes certain less visible but very significant basic units which have arisen in the discipline of mathematics in Romanian universities in parallel to the highly visible structure of chairs, departments, faculties, laboratories, institutes, and the like. These units: study groups, seminars, and schools of thought have grown up around the work of certain talented, original, and prolific thinkers and have been perpetuated by the students of the latter. In particular, these units have been very successful in inculcating an attitude favourable to research in beginning students, even having stimulated some of them, including students still in high school, to undertake research projects which have given very interesting results.  相似文献   

How subscription‐based scholarly journals can convert to open access: A review of approaches          下载免费PDF全文

Mikael Laakso  David Solomon  Bo‐Christer Björk 《Learned Publishing》2016,29(4):259-269

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Perfect presence: What does this mean for the design of virtual learning environments?     

Denise Whitelock  Daniela Romano  Anne Jelfs  Paul Brna 《Education and Information Technologies》2000,5(4):277-289

One of the advantages of building a virtual reality system is that it allows students to enter new worlds which in these instances include trips to the bottom of the Atlantic Ocean, a field visit to an Oak Wood and a close encounter in a 3D maze. In all these environments the factors affecting a sense of being there or presence was investigated. Enhanced audio feedback increased a subjective sense of presence but did not increase students' conceptual learning scores. We have also found that a sense of social presence enhanced the notion of being there together with measures of collaboration. However being there can take its toll on students and our findings suggest it imposes a cognitive overload. Where students have a choice, they try and reduce this overload by asking for conceptual tools to assist them in their learning tasks. The studies reported in this paper provide some benchmark data about these issues which deserve further investigation if we are to design effective virtual environments for conceptual learning.  相似文献   

Girls and computer science: experiences,perceptions, and career aspirations     

Jung Won Hur  Carey E. Andrzejewski  Daniela Marghitu 《Computer Science Education》2017,27(2):100-120

The purpose of this mixed methods study was to examine ways to promote computer science (CS) among girls by exploring young women’s experiences and perceptions of CS as well as investigating factors affecting their career aspirations. American girls aged 10–16 participated in focus group interviews as well as pre-, post-, and follow-up surveys while attending a CS camp. The analysis of data revealed that although the participants were generally positive about the CS field, they had very limited knowledge of and experience with CS, leading to little aspiration to become computer scientists. The findings also indicated that girls’ affinity for and confidence in CS were critical factors affecting their motivation for pursuing a CS-related career. The study demonstrated that participation in the CS camp motivated a small number of participants to be interested in majoring in CS, but the activity time was too short to make a significant impact. Based on the findings, we suggest that providing CS programming experiences in K-12 classrooms is important in order to boost girls’ confidence and interest in CS.  相似文献   

Cross-cultural comparisons of child-reported emotional and physical abuse: rates, risk factors and psychosocial symptoms   总被引：1，自引：0，他引：1  

Sebre S  Sprugevica I  Novotni A  Bonevski D  Pakalniskiene V  Popescu D  Turchina T  Friedrich W  Lewis O 《Child abuse & neglect》2004,28(1):113-127

OBJECTIVES: This study was designed to assess the incidence of child emotional and physical abuse, associated risk factors and psychosocial symptoms in a cross-cultural comparison between post-communist bloc countries. Method: One-thousand one-hundred forty-five children ages 10-14 from Latvia (N = 297), Lithuania ( N = 300), Macedonia (N = 302), and Moldova (N = 246) participated in the study. They completed questionnaires assessing their experience of emotional or physical abuse, and provided information about family risk-factors and psychosocial symptoms, including PTSD-related symptoms. RESULTS: Incidence rates of maltreatment differed by country, as did levels of reported psychosocial symptoms. Incidence of emotional and physical abuse differed by region, with higher levels of abuse reported in the rural regions. In all four countries, a similar association between emotional/physical abuse and psychosocial symptoms was found, with the uniformly largest correlation between emotional abuse and anger. When examining the combined scores of emotional and physcial abuse, even higher correlation's were found, particularly in relation to anger and depression. In all four countries, parental overuse of alcohol was associated with emotional and/or physical abuse. CONCLUSIONS: Findings show differences by country in child-reported levels of emotional and physical abuse, but similar patterns of correlation with psychosocial symptoms and the risk factors of parental alcohol overuse and living in a rural area.  相似文献   

Clever girls’ stories: the girl they call a nerd     

Trine Foyn  Yvette Solomon  Hans Jørgen Braathe 《Educational Studies in Mathematics》2018,98(1):77-93

In this paper, we explore the issue of gender and mathematics participation, focusing on the ways in which “clever girls” self-author within the discourse order of a high ability group, which has particular significance in the Norwegian context in which this study took place. Contrasting the cases of three girls, only one of whom (Anna) chooses to continue with a higher level of mathematics (mathematics for science), we consider the ways in which they manage being members of the “smart group”. We analyse in particular the storying of Anna as a “nerd” and the social cost of being a “clever girl” against the backdrop of a public discourse of equality of opportunity in Norway.  相似文献   

HIV information needs of parents of young men who have sex with men          下载免费PDF全文

India D. Rose  Daniela B. Friedman 《Health information and libraries journal》2016,33(4):308-322

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