Mastery of the counting principles in toddlers: A crucial step in the development of budding arithmetic abilities?     

Pieter Stock  Annemie Desoete  Herbert Roeyers 《Learning and individual differences》2009,19(4):419-422

Counting abilities have been described as determinative precursors for a good development of later arithmetic abilities. Mastery of the stable order, the one–one-correspondence and the cardinality principles can be seen as essential features for the development of counting abilities. Mastery of the counting principles in kindergarten was assessed in a large group of children with a broad range of arithmetic abilities (N = 423). Not all children mastered the counting principles by the end of kindergarten. Mastery of the counting principles in kindergarten was predictive for arithmetic abilities one year later in first grade, especially for scores on arithmetic achievement tests. Children sharing a common educational background tend to have more similar scores on arithmetic tests, yet the importance of mastery of the essential counting principles in the prediction of later arithmetic achievement was the same for all classrooms.  相似文献   

Is there a Fulbright in your future?     

Marina Stock McIsaac 《Educational technology research and development : ETR & D》1990,38(1):96-98

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Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms     

Todd L. Richards  Virginia W. Berninger  Pat Stock  Leah Altemeier  Pamala Trivedi  Kenneth R. Maravilla 《Reading and writing》2011,24(5):493-516

During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual orthographic coding were entered explained significant variance in written composition. Results are discussed in reference to the role of the orthographic loop, from internal letter form to external letter writing by hand, in writing letters and composing. The overall results are consistent with prior brain and behavioral studies of writing.  相似文献   

Book reviews     

Maureen Woodhall  M. Baritsch  Lionel Elvin  Tessa Blackstone  A. J. Cropley  Manuel Zymelman  Joachim H. Knoll  R. Stock  Dieter Mohrhart  G. W. Maslany  Robert Koehl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(2):249-266

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Distance Education for Primary and Secondary Teacher Training in Turkey     

Ugur Demiray  Marina Stock Mcisaac  Gürbüz Yangin 《欧洲师范教育杂志》1994,17(3):231-239

This paper describes two teacher training programmes offered through Anadolu University's Open Education Faculty (OEF). The first programme, which began in 1985‐1986, is a pre‐bachelor certificate for 130,000 primary school teachers. The second programme, started in 1990, offers a university degree to 54,000 secondary school teachers. Pedagogy, course materials, delivery systems and evaluation are discussed for both programmes.  相似文献   

Teaching under Lockdown: the experiences of London English teachers     

Carys Evans  CJ O’Connor  Thomas Graves  Florence Kemp  Alex Kennedy  Phoebe Allen 《Changing English: An International Journal of English Teaching》2020,27(3):244-254

ABSTRACT

In response to the Covid-19 pandemic, on 18 March 2020, Prime Minister Boris Johnson announced the immediate closure of schools in England. (The closure was not absolute: schools would remain open for vulnerable children and the children of key workers. In practice, though, very few children have continued to attend.) In what follows, nine English teachers reflect on their experience of teaching under lockdown.  相似文献   

Relationships among peak power output,peak bar velocity,and mechanomyographic amplitude during the free-weight bench press exercise     

Matt S. Stock  Travis W. Beck  Jason M. Defreitas  Michael A. Dillon 《Journal of sports sciences》2013,31(12):1309-1317

Abstract

The purpose of this study was to examine the relationships among mechanomyographic (MMG) amplitude, power output, and bar velocity during the free-weight bench press exercise. Twenty-one resistance-trained men [one-repetition maximum (1-RM) bench press = 125.4 ± 18.4 kg] performed bench press muscle actions as explosively as possible from 10% to 90% of the 1-RM while peak power output and peak bar velocity were assessed with a TENDO Weightlifting Analyzer. During each muscle action, surface MMG signals were detected from the right and left pectoralis major and triceps brachii, and the concentric portion of the range of motion was selected for analysis. Results indicated that power output increased from 10% to 50% 1-RM, followed by decreases from 50% to 90% 1-RM, but MMG amplitude for each of the muscles increased from 10 to 80%1-RM. The results of this study indicate that during the free-weight bench press exercise, MMG amplitude was not related to power output, but was inversely related to bar velocity and directly related to the external load being lifted. In future research, coaches and sport scientists may be able to estimate force/torque production from individual muscles during multi-joint, dynamic constant external resistance muscle actions.  相似文献   

Stratifikationen im Bereich der Hochschulbildung in Deutschland     

Roland Bloch  Reinhard Kreckel  Alexander Mitterle  Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2014,17(3):243-261

Until recently there have been no universities or study programs in Germany that were connected to claims for top level positions in the field of higher education. However, by now efforts to vertically differentiate higher education are increasing and emphasize differences in quality. Such efforts have so far been observed with respect to research. In contrast, this article focusses on stratificatory efforts that are primarily connected to education at universities. It is based on cases studies in the field of graduate schools funded by the German excellence initiative and in the field of private higher education institutions that belong to law, business, and the social sciences and try to positions themselves as top level institutions. The first part addresses specific forms in which stratification is institutionalized in the field of higher education at present. The second part then exemplifies the various ways in which vertical differentiation is mobilized along a common attribute in both fields—internationality. We show that stratification is not a monolithic process but involves highly complex differentiations along various attributes and in multiple ways.  相似文献   

Stress prevention through a time management training intervention: an experimental study     

Alexander Häfner  Armin Stock  Lydia Pinneker  Sabine Ströhle 《教育心理学》2014,34(3):403-416

The purpose of this study was to examine the effects of a short-term time management training programme on perceived control of time and perceived stress. The sample of 177 freshmen was randomly assigned to a time management training (n?=?89) and an active control group (CG) (n?=?88). We expected that an increase in external demands during the first weeks of the semester would lead to more perceived stress in the CG, but not in the time management training group, due to the time management intervention. As hypothesised, perceived stress increased in the CG, but not in the time management training group. Furthermore, perceived control of time increased in the time management training group but remained unchanged in the CG. Even a rather short intervention of 2?h can protect freshmen from an increase in perceived stress at the beginning of the semester.  相似文献   

First adoption of consumer innovations: Exploring market failure and alleviating factors     

Jeroen P.J. de Jong  Nils Lennart Gillert  Ruth M. Stock 《Research Policy》2018,47(2):487-497

Consumers innovate usually for non-commercial motives. They generally lack incentives to diffuse, and this is expected to hamper first adoption – even if consumer innovations are valuable to many other people. We confirm this market failure with survey data of 164 German consumer innovators. First adoption by others is unrelated with general use value, unless the innovator is highly willing to commercialize. Next, as classical diffusion theory does not explain when consumer innovations become available to others, we propose an individual-object-process (I-O-P) framework to study factors alleviating the market failure. The viability of the framework is explored by studying the moderating role of entrepreneurial experience (I), product newness (O) and community engagement during the innovation process (P). First adoption of generally valuable consumer innovations is enhanced when a community was involved. We also find tentative evidence for a moderating role of entrepreneurial experience and product newness.  相似文献