On academic writing: a personal note     

Julia Kindt 《高等教育研究与发展》2016,35(5):1086-1088

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Introducing Practical Theology: Mission,Ministry, and the Life of the Church     

Julia Yingnan Ji 《Religious education (Chicago, Ill.)》2020,115(4):456-457

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Participatory practice: community-based action for transformative change     

Julia Calver 《Action Learning: Research and Practice》2011,8(1):74-76

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Trends in children's fiction in the United Kingdom during the 1980s     

Julia Eccleshare 《Children‘s Literature in Education》1991,22(1):19-24

Through her work onChildren's Books of the Year Julia Eccleshare has a unique overview of the development of fiction written for children during the 1980s.CLE invited her to detect trends in the writing and publishing of children's books during the past decade.Julia Eccleshare is a freelance editor, advisor to publishers, and reviewer of children's books for national newspapers. She has written or edited some 15 books, includingTreasure Islands: The Woman's Hour Guide to Children's Reading: BBC 1988.  相似文献   

Children’s private speech during algorithmic and heuristic drawing tasks     

Julia M. Matuga 《Contemporary educational psychology》2003,28(4):552-572

This cross-sectional study examined the private speech and task-related activity of 108 school-aged children while they drew pictures of real objects (i.e., a house, a person, and an animal) and make-believe objects (i.e., a house, a person, and an animal) to investigate developmental and task-related changes in self-regulation. Composite scores for each first-grade (N=36), third-grade (N=36), and fifth-grade (N=36) participant were calculated from the repeated raw frequencies of overall private speech and private speech in conjunction with task-related behavior during the two types of drawing activities (i.e., real and make-believe). Scores were then analyzed using regression analysis and 3×2 (Grade×Task Type) ANOVA’s to explore study hypotheses. This study found that: (1) there was a concave curvilinear developmental trend in overall private speech production, (2) participants utilized more private speech during heuristic (i.e., make-believe) drawing tasks than algorithmic (i.e., real) drawing tasks, and (3) school-aged children used private speech in conjunction with task-related behavior in a different manner during the two types of drawing activities. These findings contribute to the Vygotskian perspective regarding the development and function of private speech.  相似文献   

Children with autism illuminate the role of social intention in word learning   总被引：2，自引：0，他引：2  

Parish-Morris J  Hennon EA  Hirsh-Pasek K  Golinkoff RM  Tager-Flusberg H 《Child development》2007,78(4):1265-1287

To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age=5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages=2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.  相似文献   

Mobile learning in higher education: A comparative analysis of developed and developing country contexts     

Rogers Kaliisa  Edward Palmer  Julia Miller 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):546-561

The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.  相似文献   

Future learning spaces for learning communities: Perspectives from the learning sciences     

Julia Eberle  Yotam Hod  Frank Fischer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2071-2074

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Effects of an Educational Film About Body Donors on Students' Empathy and Anxiety Levels in Gross Anatomy     

Julia Iaconisi  Friederike Hasselblatt  Benjamin Mayer  Michael Schoen  Tobias Maria Böckers  Anja Böckers 《Anatomical sciences education》2019,12(4):386-398

While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity.  相似文献   

School alienation and student well-being: a cross-lagged longitudinal analysis     

Morinaj  Julia  Hascher  Tina 《European Journal of Psychology of Education - EJPE》2019,34(2):273-294

European Journal of Psychology of Education - School alienation is identified as a severe educational problem that hampers students’ academic journey. However, little is known about the...  相似文献