共查询到20条相似文献，搜索用时 62 毫秒
1.
Three experiments demonstrated that, following the extinction of an established conditioned stimulus (CS; e.g., tone), the
pairing of an orthogonal stimulus from another modality (e.g., light) with the unconditioned stimulus (US) results in strong
recovery of responding to the extinguished CS. This recovery occurred to about an equal degree regardless of whether or not
initial training contained unambiguous stimulus—reinforcer relationships—that is, consistent CS—US pairings—or some degree
of ambiguity, including intramodal discrimination training, partial reinforcement, or even cross-modal discrimination training
(tone vs. light). Experiments 1 and 2 demonstrated that this recovery of responding was largely specific to the extinguished
CS, but moderate generalization to other stimuli from the same modality did appear. The results are discussed with reference
to alternative mechanisms applicable to learning-dependent generalization between otherwise distinct CSs. These models assume
that such generalization is mediated by either a shared response, shared reinforcer, shared context, or shared hidden units
within a layered neural network. A specific layered network is proposed to explain the present results as well as other types
of savings seen previously in conditioning of the rabbit nictitating membrane response. 相似文献
2.
Mark Mason 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,84(1):443-455
This paper situates the philosophy and politics of partnership in educational development cooperation in the context of wider
epistemological and axiological shifts in contemporary social theory. Partnerships in development cooperation are also considered
in the light of the alleged failure of international development assistance, a claim that has received much attention with
the publication of, among others, William Easterly’s The White Man’s Burden: Why the West’s efforts to aid the rest have done so much ill and so little good (2006) and of Dambisa Moyo’s Dead Aid: Why aid is not working and how there is another way for Africa (2008). Partnership as a development strategy offers one response to these claims, but if shared development objectives and policies,
shared ownership, shared decisions about where aid is targeted, shared rights, shared responsibilities, and shared implementation
strategies still leave the education development community facing challenges as big as ever, it might be time, the paper concludes,
to consider whether the concept of partnership has not been expanded too far as a modality in development cooperation. 相似文献
3.
Blurring the lines of play and work to create blended classroom learning experiences 总被引：1，自引：0，他引：1
Margaret H. Cooney Patricia Gupton Michael O’Laughlin 《Early Childhood Education Journal》2000,27(3):165-171
Researchers exploring children’s perceptions of play in a prekindergarten and a K/1 classroom found a new category of classroom
activities that combined elements of play and work. These blended learning activities were characterized by blurred lines
between play and work, shared control of classroom activities, and spontaneity present in the learning experiences. 相似文献
4.
Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as
an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage.
Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical
activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only
in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical
contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed. 相似文献
5.
Sally Lubeck 《The Urban Review》1994,26(3):153-172
The National Association for the Education of Young Children (NAEYC, 1986; Bredekamp, 1987) has published guidelines which
define “developmentally appropriate” practice for all children birth through eight. These guidelines have now come under criticism,
however, for a variety of reasons. Researchers have argued that they present a false impression of consensus (Walsh, 1991),
that they are premised on a developmental theory characterized by ethnocentric bias (Bowman & Stott, 1994), and that they
represent cultural values that are not universally shared (Jipson, 1991; Wiliiams, 1994; Phillips, 1994). This article holds
likewise that the promulgation of guidelines based on universalist assumptions places racial, ethnic, and linguistic “minority”
children and parents at a disadvantage and contributes to the very processes that early childhood educators seek to remedy.
After reviewing an extensive research literature which shows children from traditionally disadvantaged groupsin relation, the article concludes that the poor scholastic performance of disproportionate numbers of children should be attributed
to interactional and relational factors rather than to innate capabilities or to parental “inadequacy.”
An earlier version of this paper was presented at the annual meetings of the American Sociological Association, August 14,
1993, Miami, FL. 相似文献
6.
Gemma Corbalan Liesbeth Kester Jeroen J. G. Van Merriënboer 《Instructional Science》2006,34(5):399-422
Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses
a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic sequencing
of learning tasks: (1) personalization by an instructional agent which makes sequencing decisions on the basis of learner’s
expertise, and (2) personalization by the learner who is given control over – final – task selection. The model combines both
trends in a model with shared instructional control. From all available learning tasks, an instructional agent selects a subset
of tasks based on the learner’s performance scores and invested mental effort (i.e., system-control). Subsequently, this subset
is presented to the learner who makes the final decision (i.e., learner control). A computer-assisted instructional program
has been developed to put the model into practice and preliminary results are discussed. The model can be used to increase
the efficiency and effectiveness of instruction and to make it more appealing by providing the learner an optimal level of
control over task selection.
This research project is funded by the Netherlands Organization for Scientific Research (NWO, The Hague, project No. 411-02-107-V). 相似文献
7.
Diane Barone 《Early Childhood Education Journal》2011,38(5):377-384
This article focuses on a parent literacy project that included shared reading and how to support this strategy with families
who have a home language other than English and live in poverty circumstances. Literature about the importance of shared reading
to children’s literacy development is shared in tandem with the importance of building parent and school collaborations. Details
are provided about the literacy project of working with families at Greenbrae Elementary with supporting photographs and parent
comments. Strategies to bring such an approach to other schools are described with many pragmatic concerns addressed. 相似文献
8.
从心理学的角度看来,我国学前教育面临的许多困难源自于对学前儿童、家长与学前教师的角色认识不清。本文通过梳理我国学前儿童、家长与学前教师社会角色的历史和现状,为理解目前学前教育遇到的困难提供帮助。研究发现在中国传统社会中,父母,且主要是母亲承担教育和养护的责任,儿童服从父母的管教并尽孝（主要是对母亲）;现代中国教育和养护的责任由父母、祖父母、学前教师共同承担,各主体的角色相较传统社会更具矛盾性。 相似文献
9.
Nadine Dolby 《The Australian Educational Researcher》2005,32(1):101-117
In this essay, I explore how two groups of undergraduates — Americans and Australians — participate in the reformulation of
the “global imagination” through their experiences of studying abroad. Specifically, I question the assumption that the global
imagination constitutes one shared, common experience that is the same across nations. In contrast, I demonstrate that though
American and Australian students are certainly among the elite in global terms, their shared economic position does not necessarily
correspond to a common global imagination. Instead, they have markedly different notions of both national and global identities.
American students’ strong national identity often prevents them from exploring the possibilities of global affiliation. Australian
students’ relatively weak national identity allows for a robust global sense of place, but is sometimes constrained by a limited
tolerance for racial and ethnic diversity. In conclusion, I argue that the global imagination has not one, but numerous manifestations,
which have the potential to both enable and constrain the enhancement of justice and democracy in a global context. 相似文献
10.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
11.
S. Meador Pratt 《TechTrends》2000,44(6):14-17
Conclusion The guidelines presented here are based on my experience as a classroom teacher and a staff development coordinator for technology,
and upon my study of the literature regarding the use of technology for instruction. I do not present these guidelines as
a recipe for success in integrating the use of computers into instruction, nor as an exhaustive list of what must be done
for integration to occur. To do so would be an oversimplification of a complex issue. There are many difficult decisions that
schools need to make, and I offer these guidelines as a means for drawing upon the experience of those of us who are in the
process of integrating technology into instruction. Even those of us who are heavily involved in this work feel as though
we are just finding our way. I hope that what I have shared in this article will help others to find their way as well.
He has taught math, science, and computer programming at the secondary level in the North Syracuse (New York) School District
for the past nine years. During 1999–2000 school year, he coordinated the district’s staff development program for technology
in addition to his teaching duties 相似文献
12.
Martin Carlsen 《Educational Studies in Mathematics》2010,74(2):95-116
The aim of this article is to illustrate how students, through collaborative small-group problem solving, appropriate the
concept of geometric series. Student appropriation of cultural tools is dependent on five sociocultural aspects: involvement
in joint activity, shared focus of attention, shared meanings for utterances, transforming actions and utterances and use
of pre-existing cultural knowledge from the classroom in small-group problem solving. As an analytical point of departure,
four mathematical theoretical components are identified when appropriating the cultural tool of geometric series: (1) estimating
of parameters, (2) establishing of the general term, (3) composing of the sum and (4) deciding on convergence. Analyses of
five excerpts focused on the students’ social processes of knowledge objectification and the corresponding semiotic means,
i.e., lecture notes, linguistic devices, gestures, head movements and gaze, to obtain shared foci and meanings. The investigation
of these processes unveils the manner in which the students established links to pre-existing mathematical knowledge in the
classroom and how they simultaneously combined the various mathematical theoretical components that go into appropriating
the cultural tool of geometric series. From the excerpts, it is evident that the students’ participation changes throughout
their involvement in the problem-solving process. The students are gaining mathematical knowing through a process of transforming
and by establishing shared meanings for the concept and its theoretical components. 相似文献
13.
Thomas William Nielsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,28(3):411-433
This paper reports on findings from the Learning for Understanding through Culturally-Inclusive Imaginative Development project
(LUCID). LUCID has been a 5-year (2004–2009) research and implementation endeavour and a partnership between Simon Fraser
University (SFU) and three districts in British Columbia, Canada. Via emotionally engaging pedagogies and a culturally-inclusive
curriculum, the project aimed at improving students’ educational experience, particularly First Nations learners. Using a
combination of Actor Network Theory (Latour, 2005, in: Reassembling the social: an introduction to Actor-Network Theory, Oxford University Press, Oxford) and Hermeneutic
Phenomenology (Van Manen, 1990, in: Researching lived experience, The State University of New York, New York), site visits and interview data were examined
with reference to the (f)actors influencing project objectives. Although each school district was unique, shared themes included:
the importance of creating a community with shared intent; the role of executives as potential “change agents”; the problematic
nature of emotionally-engaging teaching; and the complex influences of cultural and historical trauma. The latter theme is
explored in particular, presenting the argument that language deficiency and a consequent lack of autonomy might be at the
root of many problems experienced in First Nations communities. 相似文献
14.
Professionalism in early care and education 总被引：1，自引：0，他引：1
Rick Caulfield 《Early Childhood Education Journal》1997,24(4):261-263
Summary Professionalism refers to the utilization of specialized knowledge that its members need to accomplish specific outcomes.
It involves a shared set of skills that are used to improve the quality of caregiving practices and interactions between professional
caregivers and the children and families that they work with in their respective programs. Professionalism is not an end in
itself—a state of being—but an ongoing effort—a process of becoming. New knowledge of children's development needs to be incorporated
into professional caregivers' existing repertoire. Their words and actions do matter greatly. As Neil Postman wrote in his
book,The Disappearance of Childhood, “Children are the living messages we send to a time we will not see”. 相似文献
15.
Bridget A. Walsh Katherine Kensinger Rose Claudia Sanchez Melissa M. Burnham 《Early Childhood Education Journal》2012,39(6):383-390
Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children,
while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the
extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head
Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting
labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish
was the only adult language spoken in most children’s homes. The present study’s findings revealed that Spanish vocabulary
noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children
in Head Start and future avenues for research are discussed. 相似文献
16.
While traditional forms of therapy focus heavily on a survivor's ability to tell his or her story, the very nature of traumatic
memory can present a challenge since survivors of trauma often struggle to find the verbal language to describe the terrifying
events that have occurred. In verbal therapies, survivors of childhood sexual abuse can be left in a state of re-experiencing
the past as they face the overwhelming task of trying to find words for something that is often wordless. Researchers have
identified the need to “bridge” the non-verbal and the verbal in trauma therapy. The purpose of this research is to examine
the lived experience of using therapeutic enactment as a tool to address the fragmented and wordless memories of childhood
sexual abuse. Using a case study research design, four women shared their stories of participating in a therapeutic enactment
to address memories of their abuse. From these stories, four dominant themes emerged. These themes (re-connection to self
and others, reclaiming voice, empowerment, and corrective re-experiencing) indicate an overall positive and reparative experience. 相似文献
17.
Discourse and learning in a Norwegian multiethnic classroom: Developing shared understanding through classroom discourse 总被引：1，自引：0，他引：1
This article explores the mediational role of classroom discourse in the development of shared understanding in the multiethnic
classroom Successful participation in classroom discourse not only requires linguistic and cognitive competence, but also
demands cultural knowledge, which often is taken for granted. Research carried out in a multiethnic third grade class in Norway
reveals that a discrepancy between teachers’ implicit assumptions of what is “common knowledge” and minority pupils’ lack
of background knowledge might impede joint meaning construction. Discourse episodes, illustrating various misunderstandings,
are analyzed and compared. The analysis of the discourse focuses on how the topical content, the multiple reference frames
applied, and the particular forms of discourse used, jointly create the framework within which development of shared understanding
occurs or fails to occur. It becomes apparent that various discourse patterns, creating different premises for pupil participation,
afford different ways of dealing with the misunderstandings encountered. It is argued that disparities in understanding should
not be looked upon as “transmission errors”, that are something to be avoided in classroom dialogue, but might be viewed as
generators of new understandings. The article is based on qualitative analysis of discourse excerpts, using transcribed audio
recordings, field notes and interviews. 相似文献
18.
Conclusion Garrison’s (2000) review of distance education theories describes the current need for ”sustained real two-way communication
... that refiect(s) a collaborative approach to distance education” (p. 13). One way to apply such theories to research and
coursework is to use collaborative documents to promote transactions culminating in deliberation among the key players. Such
deliberation can create ”a particular kind of democratic public culture among the deliberators: listening as well as talking,
sharing resources, forging decisions together rather than only advocating positions taken earlier, and coming to disagreement”
(Parker, Ninomiya, & Cogan, 1999, p. 129).
Her research interests are collaborative learning in distance education, impact of culture on online learners, and design
of online instruction for constructivist learning environments.
Her primary research interests are in design considerations for collaborative online environments and in the powers of shared
multimedia for enhancing personal growth, multicultural understanding, and global awareness. She investigates visual messages:
how they can be shared and interpreted by learners, their impact, and how their impact can be researched.
Her research interests are in computer and network-based foreign language and cultural learning. 相似文献
19.
The paper analyses the case of an innovative project on the transition between university and work. The project examined sustains
two social dimensions of learning: education as a shared social institution in which university studies and work can be productively
interconnected and alternated in order to enhance learning, and learning as identity projects and significant participation
in situated activities. Working actively at the boundaries of communities provides relevant learning ‘loci’ for both students
participating in the project and the communities involved (university and firms). Implications for the design of complex activity
systems which take account of the learning value of work are discussed. 相似文献
20.
Four year old children’s acquisition of print knowledge during electronic storybook reading 总被引：1，自引：0，他引：1
The experiment reported here explored the importance of engaging 4-year-old children’s interest in the print itself during
storybook reading. We explored the effect of computer animation of the print in order to draw the child’s attention to each
word as it was read. We also investigated the influence of illustrating that not all visual displays are readable print on
the child’s print knowledge. The measures of interest were print concept knowledge and early reading skill. Results indicated
that simply drawing children’s attention to the print during shared reading was insufficient to facilitate children’s learning
of print conventions, but this attention to print while hearing stories read did improve children’s letter reading. The child’s
active engagement with the print during shared story reading led to further improvements in written language skills, as illustrated
by gains in knowledge about print concepts. 相似文献