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This study examined the effects of rewards on the ideational fluency of 75 preschool children. Assigned to a reward or nonreward condition, the children were administered two ideational fluency tasks, Unusual Uses and Pattern Meanings. Analyses revealed a significant main effect for reward on the ideational fluency components of originality, total fluency, and flexibility. In all cases the rewarded subjects scored lower than the nonrewarded group. These findings support the growing body of evidence that rewards are detrimental to creative functioning. 相似文献
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Journal of Science Education and Technology - Teaching and learning complex issues is often confounded by the presence of simplistic mental models that are held by students. These simplistic models... 相似文献
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In this article, the authors explicate a conceptual framework for analyzing the politics of personnel evaluation in an educational context. Using several elements of their framework, they discuss the politics of teacher evaluation in California in relation to the types of personnel evaluation decisions, the actors, their access to these decisions, their sources and level of power, and the outcomes related to their decisions. The authors further portray how politics enters into personnel evaluation at the district level by describing an actual case. 相似文献
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This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers?? planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers?? objectives for their students?? learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers?? identities as scientific thinkers and their emotional commitment to their students?? learning of science. 相似文献
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The purpose of the study was to determine whether marital relationships of doctoral students were affected while they were enrolled in graduate programs. The stratified sample consisted of 54 participants who completed the Demographics and Structured Questionnaire, Locke‐Wallace Marital Adjustment Test, and Index of Marital Satisfaction. There were no significant differences among the marital satisfaction levels of graduate students at different stages in their program. Significant differences were found in relationship to several of the research questions, however. Specifically, a significant difference was found in the marital satisfaction of couples involved in marital therapy. Spouses who also were students scored significantly higher in marital satisfaction than spouses who were not students. Areas of discord that affected marital satisfaction during graduate school were philosophy of life, demonstration of affection, and sexual relations. 相似文献