Compatibility Effects in Young Children's Tool Use: Learning and Transfer     

Miriam Beisert  Moritz M. Daum 《Child development》2021,92(1):e76-e90

An inherent component of tool-use actions is the transformation of the user's operating movement into the desired effect. In this study, the relevance of this transformation for young children's learning of tool-use actions was investigated. Sixty-four children at the age of 27–30 months learned to use levers which either simply extended (compatible transformation) or reversed (incompatible transformation) their operating movements. Data revealed a compatibility effect as well as transfer effects originating from the two different types of transformations. Furthermore, results suggest that young children's tool-use learning is not a uniform process, but has to be regarded individually depending on the type of transformation.  相似文献   

The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis     

McBreen  Miriam  Savage  Robert 《Educational Psychology Review》2021,33(3):1125-1163

Educational Psychology Review - This systematic review and meta-analysis explores the impact of motivational reading interventions on the reading achievement and reading motivation of school-age...  相似文献   

Presence in context: Teachers’ negotiations with the relational environment of school     

Vicki Stieha  Miriam Raider-Roth 《Journal of Educational Change》2012,13(4):511-534

This inquiry research builds on the theory of presence in teaching (Rodgers and Raider-Roth 2006) adding nuanced understandings of how school contexts play into teachers’ abilities to support students’ learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers’ written work, and field observations. Illustrating these findings is the compelling story of an exemplary teacher’s negotiations of her practice in response to the school’s relational environment. Our findings point to the teacher’s sense of isolation and vulnerability–indicators of the relational context in the school as a threat to undermining her presence. They also create a compelling argument for the importance of a healthy relational context to support teachers’ most powerful teaching, hence students’ learning.  相似文献   

Researching the Attitudes Towards Mathematics in Basic Education     

Miriam Cardoso Utsumi  Clayde Regina Mendes 《教育心理学》2000,20(2):237-243

The objective of this study was to check attitudes towards mathematics and to analyse if there are differences in attitudes that could be attributed to the type of school, gender, grade, age, the frequency in which mathematical problems were understood, the amount of days dedicated to the study of mathematics, school failure, whether help on the completion of homework was offered and to the self-perception of mathematical performance. A total of 209 students of the 3rd and 4th Grades of basic education in the private school system in Campinas, Sao Paulo, Brazil, were surveyed. They responded to an attitude towards mathematics scale and to a questionnaire for their characterisation, during school hours and in the absence of their mathematics teacher. The average figure on the attitudes scale was 52.718, with a standard deviation of 11.837. Significant statistical differences were found (alpha = 0.05) in the attitudes according to the type of school, the frequency in which the subjects understood the mathematical problems solved in the classroom, grade, age and to the self-perception of mathematical performance.  相似文献   

The relations between children's linguistic awareness and spelling: The case of the apostrophe     

Bryant  Peter  Nunes  Terezinha  Bindman  Miriam 《Reading and writing》2000,12(3):253-276

In a longitudinal study, we looked at the link between children'sunderstanding of a morphemically-based orthographic rule and theirawareness of morphemic distinctions. The orthographic rule in question wasthe use of the apostrophe to denote possession in English. Early on in thestudy, we gave the children phonological, semantic/syntactic and morpho-syntactic awareness tasks, and later we gave them a spelling task in whichthey had to write words which were either genitives (e.g., `boy's') ornominative or accusative plurals (e.g., `boys'). Eight- to 10-year-oldchildren found this task difficult, but their performance improved to someextent with age. The morpho-syntactic, but not the phonological orsemantic/syntactic, awareness tasks predicted how well the children placedapostrophes in genitive words and omitted them from plural words. Weconclude that different forms of linguistic awareness affect differentaspects of reading and spelling. Learning about spelling patterns based onmorphemes is heavily influenced by children's morpho-syntactic awarenessbut not, apparently, by other forms of linguistic awareness.  相似文献   

Challenges for equity policy in changing contexts   总被引：3，自引：0，他引：3  

Sandra Taylor  Miriam Henry 《The Australian Educational Researcher》2000,27(3):1-15

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Choices and Expectations at Primary and Secondary Stages in the State and Private Sectors     

Anne West  Philip Noden  Ann Edge  Miriam David  Jackie Davies 《Educational studies》1998,24(1):45-60

This paper examines a range of issues concerned with the process of choosing schools in the private and state sectors at the primary/pre‐preparatory stage and at the time of transfer to secondary/senior school. The findings indicate that choices about schools are made at different times and in different ways by parents who use the state and private sectors. One of the key findings is that the process of choosing a school begins earlier in the private than in the state sector; another is that quality of education is cited more frequently as one of the ‘top three’ essential factors by parents of children in the private sector. At both the primary and transfer to secondary stages, very high percentages of parents consider it essential that their child should be happy. A discussion of the different notions that private school and the state school parents may have of ‘happiness’ is offered.  相似文献