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21.
Klara Øverland Arlene Arstad ThorsenIngunn Størksen 《Teaching and Teacher Education》2012,28(3):312-323
This Q methodological study explores beliefs of daycare staff and teachers regarding young children’s reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint “Child problems” believe that children show various emotional and behavioral problems related to divorce, while those on the “Structure is working” viewpoint believe structure in daycare centers and parental cooperation help children to overcome divorce-related difficulties. Selective perception based on subjective experiences may have influenced these views. Practical implications are discussed. Q methodology and cognitive interviewing techniques seem efficient in exploring daycare staff beliefs. 相似文献
22.
Stefan Johansson Rolf Strietholt Monica Rosén Eva Myrberg 《School Effectiveness & School Improvement》2013,24(3):394-407
The primary aim of this study was to investigate whether and, if so, how formal teacher competence relates to the relationship between pupil reading achievement and teachers judgements’ of pupils’ reading achievement. The data come from the Swedish participation in the Progress in International Reading Literacy Study (PIRLS) 2001 in Grade 3. Information was obtained from pupils (N = 5271) and teachers (N = 351). Analyses were conducted using multilevel structural equation modeling (SEM) with random slopes. Teacher competence was operationalized using multiple observed indicators and defined as a latent variable. A higher correspondence between teacher judgements and pupil reading achievement for teachers with higher competence was found. The results highlight the importance of teacher competence in assessment practice. 相似文献
23.
Stefan Johansson Eva Myrberg Monica Rosén 《Scandinavian Journal of Educational Research》2013,57(5):564-582
The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement. 相似文献
24.
Stefan Gustafson Christina Samuelsson Ellinor Johansson Julia Wallmann 《Scandinavian Journal of Educational Research》2013,57(3):292-308
According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into sub-components, and the contribution from non-verbal ability and general processing speed was also studied. The results demonstrated that decoding made the largest contribution to reading ability for children with reading difficulties, while language comprehension contributed the most for children with typical reading ability. The contribution of non-verbal ability was not significant, and general processing speed only made a significant contribution to decoding for typical children. The two factors in the Simple View of Reading, decoding and comprehension, together explained less of the variance in reading ability for children with reading difficulties than for children with typical reading ability. 相似文献
25.
Jo Ailwood Jo Brownlee Eva Johansson Charlotte Cobb-Moore Sue Walker Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education. 相似文献
26.
In Sweden, but also internationally, official regimes and public health organizations conduct fairly comprehensive antidoping measures. As a consequence, numerous ‘new’ ways to learn about and access these types of drugs have emerged. Social media and different internet forums, for example, have become part of a new self-help culture in which people can anonymously approach these substances, discuss their experiences of using them and minimize the possibility of encounters with the police. This article focuses on how the use of performance- and image-enhancing drugs (PED) is perceived and negotiated socially in the context of an internet-mediated and online community called Flashback. The results are in accordance with similar studies on internet bodybuilding communities. That is, even though the participants to a certain degree are aware of the risks and health costs of this kind of physical regime, the gains of using PED clearly dominate the discussions. Adding to this research, this article found that in the imaginary world of online bodybuilding a number of ideas about the ‘genetic max’, as well as the ultimate possibility of exceeding one’s limits, and creating something special and extraordinary, circulate. These stories confirm in many ways the legitimate mission of searching for the ultimate bodybuilding adventure, using different means and methods to transcend the limits of the self/body. 相似文献
27.
Cormac McGrath Terese Stenfors-Hayes Torgny Roxå Klara Bolander Laksov 《International Journal for Academic Development》2017,22(3):257-269
This paper addresses a relatively new phenomenon in higher education, Massive Open Online Courses (MOOCs), and explores conceptions around this new and emerging development from the perspective of a number of stakeholders in the university. A phenomenographic approach is adopted. The study explores how different stakeholders at a university perceive the MOOC phenomenon, and reflects on how the many conceptions stakeholders adhere to are made meaningful for academic developers in their role as ‘partners in arms’. The conceptions run across a continuum from the local and narrow to the global and broad. The study identifies challenges to change agency in a higher education institution. 相似文献
28.
Johansson BB 《Annals of dyslexia》2006,56(1):13-50
Current neuroimaging and neurophysiologic techniques have substantially increased our possibilities to study processes related
to various language functions in the intact human brain. Learning to read and write influences the functional organization
of the brain. What is universal and what is specific in the languages of the world are important issues. Most studies on healthy
bilinguals indicate that essentially the same neural mechanisms are used for first and second languages, albeit with some
linguistic and cultural influences related to speech and writing systems, particularly between alphabetical and nonalphabetical
languages. Proficiency, age of acquisition, and amount of exposure can affect the cerebral representations of the languages.
Accumulating data support the important role of working memory for acquiring high proficiency in the reading of native and
second languages. It is proposed that longitudinal studies on second language acquisition are essential and that the specific
problems related to second language learning in dyslexic children should have high priority. 相似文献
29.
Roger Johansson ?sa Wengelin Victoria Johansson Kenneth Holmqvist 《Reading and writing》2010,23(7):835-851
In this paper we explored text production differences in an expository text production task between writers who looked mainly
at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined
to systematically describe and define these two groups in respect of the complex interplay between text production and the
reading of one’s own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive
writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations
suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard
gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in
a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences
between the groups. 相似文献
30.
In humans, effortful cognitive processing frequently takes place during social interaction, with eye contact being an important component. This study shows that the effect of eye contact on memory for nonsocial information is different in children with typical development than in children with autism, a disorder of social communication. Direct gaze facilitated memory performance in children with typical development (n = 25, 6 years old), but no such facilitation was seen in the clinical group (n = 10, 6 years old). Eye tracking conducted during the cognitive test revealed strikingly similar patterns of eye movements, indicating that the results cannot be explained by differences in overt attention. Collectively, these findings have theoretical significance and practical implications for testing practices in children. 相似文献