The viralization of online education: Learning beyond the time of the coronavirus     

Rossini  Tatiana Stofella Sodré  do Amaral  Miriam Maia  Santos  Edméa 《Prospects》2021,51(1-3):285-297

PROSPECTS - In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes...  相似文献   

An ecological perspective on early years workforce competences in Italian ECEC settings     

Laura Migliorini  Nadia Rania  Tatiana Tassara 《Early Years: An International Journal of Research and Development》2016,36(2):165-178

Based on an ecological perspective on competence, this study analyzed the attitudes, skills, and knowledge of practitioners in educational services for 0–6-years-old children in Italy, examining competence profiles in the Early Childhood Education and Care (ECEC) workforce. Our study considered three areas of competence, which previously have received less attention: relationships with children, relationships with families, and relationships within working groups or teams. Participants were 136 practitioners working in Italian ECEC services. Practitioners reported a greater need to acquire social skills for their relationships with children and families, especially in cases of psychosocial distress. They also reported the difficulty of development planning within their professional role. The article concludes with a discussion of the attitudes, skills, and knowledge required for professional development planning.  相似文献   

The psycho-social adjustment of gifted children in middle-childhood     

Detlef H. Rost  Tatiana Czeschlik 《European Journal of Psychology of Education - EJPE》1994,9(1):15-25

The psycho-social adjustment of 50 gifted (mean IQ=127) and 50 German ten-year-olds of average intelligence (mean IQ=106, matched individually on socio-economic status and gender) was compared. Data from different sources (children, parents, teachers) on social behaviour, (therapy-relevant) behaviour problems, and emotional stability revealed no significant differences between the two ability groups. Gifted elementary-school children are socially and emotionally at least as well adjusted as their non-gifted age-mates.  相似文献   

Using an adaptation programme to introduce children to the early years of schooling in Slovakia     

Diana Borbélyová  Tatiana Slezáková  Zuzana Kurucová 《Education 3-13》2019,47(6):730-745

The article presents a new adaptation programme entitled ‘With a smile to school’ for pupils of the first year at primary schools. The adaptation programme comprises several methods and measures which are focused on the regulation of pupils’ adaptation process. The efficiency and effectiveness of the adaptation programme were verified through an experiment at selected primary schools in Slovakia in the school year 2016/2017. Based on the experiment results, a proposal for implementation of the adaptation programme to school practice was drawn up. The experiment results were evaluated by means of selected statistical methods.  相似文献   

Experimentation, “models” and the turn to practice     

Sanches de Oliveira  Guilherme 《Metascience》2020,29(3):395-398

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Longitudinal Study of Self-regulation of Junior Schoolchildren     

Ekaterina Sedova  Tatiana Goryacheva 《美中教育评论》2012,(2):170-177

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Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math     

Tatiana Melguizo  Johannes M. Bos  Federick Ngo  Nicholas Mills  George Prather 《Research in higher education》2016,57(2):123-151

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The unintended and intended academic consequences of educational reforms: the cases of Post-Soviet Estonia,Latvia and Russia     

Tatiana Khavenson 《牛津教育评论》2016,42(2):178-199

In this paper, we try to unravel some of the unintended and intended academic effects associated with post-Soviet educational reforms by focusing on three cases: Estonia, Latvia and Russia. We have chosen this comparison because a unique ‘natural experiment’ in the three countries allows us to compare the changing academic performance on an international test of a largely similar population in the three countries—Russian origin students attending Russian-medium schools—subjected to three variations of post-Soviet reforms. We find that relative to students in Russia, Russian-medium students in the Baltics made significant gains in the Programme for International Student Assessment (PISA) test. In Latvia, these appear to be an unintended effect of somewhat ‘softened’ state language policies, the conditions surrounding minority rights, and the general context of maintaining social cohesion. In Estonia, the (later) relative gains of Russian students appear to an intended effect of locally grown educational (and language) policies and increased, more effective cooperation with Russian medium schools to further improve PISA performance in a relatively high scoring, PISA-focused country.  相似文献   

Does contextual change determine long-term forgetting?     

Pascale Gisquet-Verrier  Tatiana Alexinsky 《Learning & behavior》1986,14(4):349-358

A series of experiments were run to test the hypothesis that “spontaneous forgetting” could result from subtle contextual changes. The first experiment demonstrated that when Sprague-Dawley male rats are trained in a runway alley with a food reinforcer, retention performance is dramatically affected by a change in the pattern of the walls of the training apparatus when testing takes place 1, 3, or 5 days following training and not after 1 week. Experiment 2 demonstrated that this performance deficit cannot be alleviated by any of the three selected cuing treatments, whereas “spontaneous forgetting” (resulting from a training-to-test interval of 14 days) can be. These data indicate that the detrimental effect of contextual change reduces over time, and that such an effect cannot be interpreted in terms of retrieval failure. These results lend strong support to the argument that the disruptive contextual change effect is basically different from the disruptive effect that results from an extended training-to-test interval.  相似文献   

Typology of Electronic Libraries     

Tatiana Maistrovich 《Slavic & East European Information Resources》2013,14(4):240-246

After talking briefly about the history of digital libraries in Russia, the author compares them to traditional libraries. She then proposes the foll owing typology based on their purpose: national, scholarly, public, educational, specialized, and international. Each type is illustrated by Russian examples.  相似文献