The explanatory role of spontaneously generated analogies in reasoning about physiological concepts     

David R. Kaufman  Vimla L. Patel  Sheldon A. Magder 《International Journal of Science Education》2013,35(3):369-386

Analogical reasoning is increasingly recognized as an important instrument for promoting conceptual change in science learning. This study characterized students' and physicians' spontaneous use of analogies in reasoning about concepts related to the mechanical properties of cardiovascular physiology. The analogies were made in response to questions at different levels of abstraction from basic physiology to clinical problems. The results indicate that analogies generated by subjects facilitated explanations in a number of ways. These include creating coherent representations in novel situations, bridging gaps in understanding, and triggering associations which result in modified explanations. Subjects at different levels of expertise used analogies differently. The more expert subjects used analogies to facilitate articulation and communication; that is, to illustrate and expand on their explanations. Novices and advanced medical students used more between‐domain analogies to explain all categories of questions. This is less evident in physicians' responses to pathophysiological and clinical problems. The paper discusses ways in which analogies can be used productively, and identifies factors that can lead to a counter‐productive use of analogies resulting in misconceptions and erroneous explanations.  相似文献   

100,000 day care programs get a platform     

Sheldon R. Roen Ph.D. 《Early Childhood Education Journal》1973,1(1):5-5

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Partnership Programs in U.S. Schools: Their Development and Relationship to Family Involvement Outcomes     

Steven B. Sheldon  Frances L. Van Voorhis 《School Effectiveness & School Improvement》2013,24(2):125-148

This study examined data from over 300 U.S. schools on their efforts to develop high quality programs of school, family, and community partnerships. Analyses show that elementary schools, schools with greater support from parents, teachers, and the community; and schools that evaluated progress reported higher quality partnership programs over time. Higher quality programs were associated with wider implementation of parent-child interactive homework, higher levels of parent volunteering, and more parents on school decision-making committees. Results identify factors that could help schools develop quality partnership programs and suggest that these programs translate into higher levels of family involvement in students’ learning.  相似文献   

Universities and the common understanding in an uncommon time     

Hans Mark  Sheldon Ekland-Olson 《Academic Questions》1991,4(1):68-71

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Hearts in the fire, heads in the fridge: a qualitative investigation into the temporal patterning of the precompetitive psychological response in elite performers     

Mellalieu SD  Hanton S  Shearer DA 《Journal of sports sciences》2008,26(8):811-824

Retrospective perceptions and causal beliefs regarding the temporal patterning of precompetitive psychological responses were examined in 12 elite rugby union players. Composite sequence analysis resulted in a series of temporal networks to describe participants' cognitive, affective, and behavioural responses in a time-to-event paradigm. Match-related cognitions remained stable in the lead up to competition, while perceptions of physical symptoms peaked at the onset of performance. Affective responses were associated with feelings of anxiety and tension in the early temporal phases but excitement, confidence, and efficacy in team-mates directly before competition. Behavioural themes described activities associated with technical and physical preparation, familiarization with environmental conditions, and strategies to control activation states early on or directly before competition. The findings highlight the idiosyncratic and dynamic nature of the temporal patterning of precompetitive responses and the influence that perceptions of the team have upon individual preparation for performance. Implications are discussed in the context of the type and timing of intervention for developing individual and team preparatory routines.  相似文献   

Stress in elite sport performers: a comparative study of competitive and organizational stressors     

Hanton S  Fletcher D  Coughlan G 《Journal of sports sciences》2005,23(10):1129-1141

The purpose of this study was to compare the content and quantity of competitive and organizational stressors in elite athletes. Ten international performers were interviewed about sources of stress. Content analysis of the data involved categorizing the demands associated primarily and directly with competitive performance (#CS = 21) under the post hoc dimension "performance issues", and the demands associated primarily and directly with the sport organization (#OS = 72) under one of the following four post hoc dimensions: "environmental issues", "personal issues", "leadership issues" and "team issues". Frequency analysis revealed that the participants mentioned the competitive stressors (sigma = 95) less than the organizational stressors (sigma = 215). Further analysis within these categories showed that the mean number of participants citing individual competitive stressors (M = 4.52) was greater than the mean number of participants citing individual organizational stressors (M = 2.99). The findings indicate that elite athletes experience and recall more demands associated primarily and directly with the sport organization than with competitive performance. Furthermore, this population appears more likely to mention similar competitive stressors but varied organizational stressors, probably because the former are inherent and endemic to elite sport, whereas the latter are essentially extraneous and widely distributed.  相似文献   

UPDATING HISTORY: COLONIAL AMERICAN EDUCATION     

Sheldon S. Cohen 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):188-193

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Teacher support,student motivation,student need satisfaction,and college teacher course evaluations: testing a sequential path model     

Vincent F. Filak  Kennon M. Sheldon 《教育心理学》2008,28(6):711-724

Self‐determination theory posits that individuals who have basic psychological needs satisfied while engaging in an activity will be more likely to value and persist in that activity. Scholars in this area have also posited that autonomy‐supportive social contexts are top‐down determinants of individual need satisfaction. To understand better the progression from social to motivational to outcome variables, we tested a four‐step path model within a classroom setting. Data were collected from 220 students in an introductory journalism course, which was subdivided into 14 lab sections. Students were surveyed regarding their feelings about the course, the autonomy support of the instructor, the motivation they felt to engage in the course, and the levels of need satisfaction they experienced. Theoretically‐guided structural equation modeling produced a best‐fitting model in which teacher autonomy support predicted more self‐determined student motivation, which along with teacher autonomy support predicted greater student psychological need satisfaction, which led finally to higher predicted course grades and higher teacher‐course evaluations. Overall, the results replicate and significantly extend previous findings regarding need satisfaction and teacher‐course evaluations. Implications for pedagogy and educational interventions are discussed.  相似文献   

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary,intermediate and secondary level teachers     

Chris Borgmeier  Sheldon L. Loman  Motoaki Hara 《Teacher Development》2016,20(1):40-56

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools.  相似文献   

Some general outlines of the matrix of developmental changes between five and seven years     

Sheldon H. White 《Annals of dyslexia》1970,20(1):41-57

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