Copyright Resources on the Web     

Esther G. Sinofsky Ph.D.  Hope Botterbusch  Sharon Gray 《TechTrends》1997,42(2):9-10

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Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry   总被引：1，自引：0，他引：1  

Burcin Acar  Leman Tarhan 《International Journal of Science and Mathematics Education》2007,5(2):349-373

The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed. According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified. The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group (cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach. According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful in remediation of the predetermined misconceptions.  相似文献   

Errors in pigeons’ memory for number of events     

Angelo Santi  Chris Hope 《Learning & behavior》2001,29(3):208-220

In Experiment 1, pigeons were trained in a within-subjects design to discriminate sequences of light flashes (illumination of the feeder) that varied in number, but not in time (2f/4sec and 8f/4sec), and in time, but not in number (4f/2sec and 4f/8sec). Number samples required a response to one of two comparison dimensions (either color or line), whereas time samples required a response to the remaining comparison dimension. Delay testing revealed a significant choose-small bias following number samples and a significant choose-long bias following time samples. In Experiment 2, testing confirmed that in the absence of a sample, there was a bias to respond small to the number comparisons and long to the time comparisons. Additional tests indicated that the birds were discriminating time samples on the basis of the number of light flashes occurring during the last few seconds of the time samples, rather than on the basis of the total duration of the flash sequence. Consequently, the choose-long bias observed for time samples during delay testing was really a choose-small bias. In Experiment 3, the birds received baseline training with a 5-sec delay and were subsequently tested at shorter and longer delays. A choose-large bias occurred at delays shorter than the baseline training delay, whereas a choose-small bias was again observed at delays longer than the baseline delay. These findings provide additional empirical support for the conceptualizing of memory for number and time in terms of a common mechanism.  相似文献   

A Content Analysis of Phonological Awareness and Phonics in Commonly Used Head Start Curricula     

Lori E. Skibbe  Hope K. Gerde  Tanya S. Wright  Chelsea R. Samples-Steele 《Early Childhood Education Journal》2016,44(3):225-233

Commonly used early childhood curricula were examined to consider the degree to which they support research-based instruction for phonological awareness (PA) and phonics. A content analysis was completed for two types of curricula widely used in Head Start: overarching general curricula and lesson-based curricula, which usually provide more explicit teaching instructions. Both types of curriculum demonstrated the same pattern of findings; while all curricula included some content aligned with standards, programs differed greatly in the number of objectives and instructional strategies included for PA and phonics instruction. Overall, curricula were most likely to address earlier developing PA skills (e.g., rhyming, alliteration) with more limited attention to advanced skills that are closely linked with reading development (e.g., segmenting and blending of phonemes). Phonics instruction was not included often in any of the curricula studied, and opportunities for individualizing instruction were rare, particularly for children with special needs. Results suggest that instructional recommendations for PA and phonics in most of these commonly-used Head Start curricula, even those curricula which typically provide more explicit instruction for teachers, do not align with the instruction provided in effective intervention studies, and therefore may not be powerful enough to influence children’s reading trajectories.  相似文献   

电影特效的真相     

Leman 《中学生(作文版)》2012,(4):26-29

我们为什么喜欢看电影？因为电影里包含着无穷无尽的想象力,很多人类目前无法做到的事情,都能在荧幕上实现。于是,骑肴扫帚飞的哈利·波特和勇敢强悍的擎天柱都成了我们熟知并喜爱的电影角色。而这些,都是依靠电影特效技术才能成形的。  相似文献   

Examining teachers’ early writing knowledge and practices     

Bingham  Gary E.  Gerde  Hope K.  Pikus  Arianna E.  Rohloff  Rebecca  Quinn  Margaret F.  Bowles  Ryan P.  Zhang  Xiao Y. 《Reading and writing》2022,35(9):2201-2227

Reading and Writing - This study examined preschool teachers’ writing knowledge and how this knowledge relates to classroom writing practices. Head Start teachers (N?=?47) across...  相似文献   

“The Soldiers Came to the House”: Young Children’s Responses to <Emphasis Type="Italic">The Colour of Home</Emphasis>     

Julia Hope 《Children‘s Literature in Education》2018,49(3):302-322

This article begins by reflecting on the present refugee crisis and its relevance to children in the UK. It identifies the need for teaching about the refugee experience to young children and argues that literature can provide a conduit for this. Since the millennium there has been a rapid increase in the number of books published for children which take this as their theme, aimed at ever-younger readers. Taking as a case study The Colour of Home by Mary Hoffman, a picturebook commonly used in lower primary classrooms, the article considers how this text promotes understanding and validates the circumstances of refugees. It closely examines the motivations and aims of the writer, how the book was mediated by teachers in the primary classroom, and how refugee and non-refugee children read and responded to it. Findings are presented from an interview with Mary Hoffman herself, juxtaposed with data from three classrooms suggesting that pupils gained valuable insight into a complicated and controversial issue. However the research concludes that viewing children through a refugee/non-refugee binary was reductive in not recognising the multi-layered nuances of meaning which were constructed by young readers who brought to bear a wide variety of individual life and family experiences. Furthermore, teachers in the study played a powerful role in mediating the texts when sharing them in the classroom, and devised a selection of stimulating resources to provoke reader response in terms of empathy, “social action”, and some critical literacy.  相似文献   

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program,Classroom, and Teacher Characteristics     

Joanna Hope Denny  Rena Hallam  Karen Homer 《Early education and development》2013,24(5):678-696

Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching “good” quality on the Early Childhood Environment Rating Scale–Revised (ECERS-R) and provided a mid-to-high emotional and engaging climate as indicated by the Classroom Assessment Scoring System (CLASS) domains of Emotional Support and Student Engagement. However, classrooms were only minimal on the Early Childhood Environment Rating Scale–Extension and the CLASS Instructional Support domain. Past performance on a state quality rating assessment consistently predicted the current quality of preschool classrooms as assessed by all 3 measures. Lead teachers' education in early childhood and experience were also predictors across quality measures. Practice or Policy: Tennessee preschool classrooms scored higher on the ECERS-R, which is the measure utilized in the statewide Quality Rating and Improvement System. However, classrooms generally performed poorly on measures of instructional support and curriculum. This finding illuminates the importance of the tool selected to measure quality in state quality rating and improvement systems and has implications for policy as states work to build systems that enhance quality in early care and education.  相似文献   

Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum     

Hope K. Gerde  Rachel E. Schachter  Barbara A. Wasik 《Early Childhood Education Journal》2013,41(5):315-323

Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators’ low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children’s knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children’s development across domains. Using the scientific method to explore science with young children provides a systematic model for engaging children in observation, questioning, predicting, experimenting, summarizing, and sharing results. These processes encourage children’s use of language, literacy, and mathematics skills in authentic ways. Suggestions are provided for teachers to use the scientific method as their guide for generating scientific discovery in their classroom.  相似文献   

Exploring the policy implementation paradox: using the Free Compulsory Universal Basic Education (fCUBE) policy in Ghana as an exemplar     

Hope Pius Nudzor 《International journal of qualitative studies in education》2013,26(8):933-952

This paper uses the Free Compulsory Universal Basic Education (fCUBE) policy implementation in Ghana as an exemplar to explore the apparent disjuncture between policy intentions in theory and outcomes of implementation tasks in practice. Through the critical discourse analysis of a range of policy documents complemented by the analysis of interviews with Ghanaian education officials, the paper investigates the extent to which the ‘free’, ‘compulsory’, ‘universal’ and ‘basic education’ components claimed in the fCUBE policy title are reflected in the implementation process. Owing to its commitment to enhancing the educational opportunities and outcomes of the educationally disadvantaged, the fCUBE policy is viewed as a ‘rights-based policy’ deeply rooted in social democratic values. However, the advent of neo-liberal ideological rhetoric of ‘skills for the world of work’ has triggered the neutralisation of these progressive ideals. This, the paper argues, has led to a significant discursive shift in policy direction and language of implementing the policy.  相似文献