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11.
Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy. 相似文献
12.
A. D. C. Peterson Brian Holmes G. De Landsheere Helena W. F. Stellwag Oskar Anweiler J. O. J. Vanden Bossche Abraham Robinson F. I. Calvert H. H. Stern J. F. Willatt Sydney Taylor M. J. Langeveld M. A. Brimer T. N. Postlethwaite Alexandre Vexliard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(1):106-126
13.
Helena Roos Linda Fälth Lena Karlsson Camilla Nilvius Heidi Selenius Idor Svensson 《Journal of Research in Special Educational Needs》2023,23(4):313-322
This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence. 相似文献
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15.
Katrin Mägi Marja-Kristiina LerkkanenAnna-Maija Poikkeus Helena Rasku-PuttonenJari-Erik Nurmi 《Learning and Instruction》2011,21(5):664-675
This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers’ subsequent beliefs about their children’s school success but not vice versa. A reciprocal effect was found between fathers’ beliefs about success and children’s task-avoidance. 相似文献
16.
A number of studies have concluded that when students have greater confidence about their math skills and are aware of its
usefulness, they have a more positive perception of the subject. This article aims to examine whether this pseudo linear trend
in the relationship between affective and instrumental dimensions is also true of the university context. Special attention
is devoted to the articulation of these dimensions in structuring student perceptions of quantitative methods so as to identify
the various forms that this interaction can assume. Our second aim is to understand how the perceptions of these subjects
are constructed by students from degree courses in distinct scientific areas. Can we speak of group dynamics whereby socialization
within each degree course triggers the sharing of similar perceptions? We concluded that a certain linear trend can also be
identified in the university context in the relationship between the affective dimension and usefulness of quantitative methods
i.e., that the highest levels in the perception of the usefulness of these subjects corresponded to the highest levels of
self confidence and enjoyment of the subjects. However, in addition to this scenario there is another configuration in which
negative feelings coexist with the recognition of the usefulness of quantitative methods subjects. Namely, lower levels of
self confidence and enjoyment of these subjects can also be associated with high levels of perceived usefulness. We also concluded
that there is evidence of what we designated a certain course culture in the perceptions about quantitative methods. Nevertheless,
when our observation is extended to the scientific area the heterogeneity of the perceptions becomes evident. Another important
finding is the rejection of the thesis, at least in the university context, that defends the lack of self-confidence in quantitative
methods among females student. 相似文献
17.
The study examined the predictive value of adolescents’ personality trait ratings by different groups of informants in explaining academic achievement [grade point average (GPA)] while controlling for students’ sex and their mothers’ education. The Inventory of Child/Adolescent Individual Differences was employed as a measure of students’ personality traits at the end of elementary schooling (mean age = 14.7 years) and two years later when the participants attended secondary schools. The trait ratings were obtained through self‐, maternal and peer reports at both measurement occasions. They explained substantial portions of unique variance in the students’ GPA concurrently, and over time. Ratings by each of the three groups of informants had an incremental validity over one another in predicting school grades. Among personality variables, conscientiousness and low extraversion were consistently predictive of GPA. 相似文献
18.
Research on categories and markets suggests that audiences rely on categorical distinctions to make sense of market offerings. Market offerings that deviate from category norms risk devaluation. Although literature in this area has led to valuable insights, scholars have begun to question whether there has been an overemphasis on conformity, leaving existing theories ill-equipped to account for innovation. Within this context, we argue that research on authenticity in cultural sociology offers a useful platform for theorizing. We draw on the work of Peterson (1997), who underscores the importance of signals in evaluation. Objective features of market offerings (e.g., quality) matter, but particularly for innovations, these features are not readily visible. Because authentic producers are typically thought to be more committed, capable, and intrinsically motivated, when visibility of such objective features is lacking, authenticity may serve as an alternative indicator of value. Appearing authentic requires signaling believability with respect to category norms, while also being distinctive. Using data on 684 firms from five high technology sectors, we explore the relationship between authenticity and investor perceptions of value. Focusing on three different proxies for signals of authenticity—networks, governance, and narratives—we find a curvilinear association between conformity/distinctiveness and Tobin's q. Consistent with our view of authenticity as a signal, we also find that this relationship flattens as firms gain better track records and face stiffer competition. 相似文献
19.
20.
M Martín-Matillas FB Ortega JR Ruiz D Martínez-Gómez G Vicente-Rodríguez A Marcos L Béghin A Kafatos M González-Gross M Zaccaria D Molnár S De Henauw M Sjöström LA Moreno MJ Castillo On Behalf Of The Helena Study 《Journal of sports sciences》2012,30(13):1329-1335
Abstract High physical fitness in childhood and adolescence is positively associated with favourable health-related outcomes. Our aim was to examine the relationship between relatives' (father, mother, brother, sister, and best friend) physical activity engagement and encouragement on adolescents' physical fitness. Adolescents were part of the HELENA study, a multi-centre study conducted in 10 cities from nine European countries in 2006-2008. Participants were 3288 adolescents (48% boys, 52% girls) aged 12.5-17.5 years with valid data on at least one of the three fitness variables studied: muscular strength (standing long jump), speed/agility (4×10 m shuttle run), and cardiorespiratory fitness (20 m shuttle run). The adolescents reported their relatives' physical activity engagement and encouragement. Analysis of covariance showed that relatives' physical activity engagement (father, mother, brother, and best friend) was positively related to cardiorespiratory fitness (P?0.05); and mother's and sisters' physical activity engagement were positively associated with higher muscular strength in adolescents (P?0.05). Furthermore, father's physical activity encouragement was positively linked to physical fitness (all fitness components) in adolescents (P?0.05). Interventions aimed at improving physical fitness in young people might be more successful when family members, particularly mothers and fathers, are encouraged to engage in physical activity and support adolescents' physical activity. 相似文献