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Orit Hod-Shemer Hana Zimerman Safieh Hassunah-Arafat Cheruta Wertheim 《Early Childhood Education Journal》2018,46(2):179-186
Most studies on fairness behavior in preschool focus on fair resource allocation and on children’s behavior when faced with fairness dilemmas. The purpose of this study is to understand preschoolers’ point of view: what do they think when presented with various scenarios that call for fairness behavior? We interviewed 66 children aged 3.5–6 years, half of them girls, asking them about four social events in preschool life. We found that the children included three aspects in their answers that constituted the foundation of their perception of fairness and construal of social events: an explanation, expression of empathy and offering a solution. The children did so spontaneously and consistently. Moreover, the results showed that the more personally committed to the scenario the children felt, the fairer the behavior they reported. The study underscores various aspects of fairness and suggests referring to them both in research and in educational practice. 相似文献
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In carefully examining the thesis of a paper by Anderson, Nelson, and Edgington (1984) concerning the socalled Fool’s Type IIa error, one realizes that certain fundamental statistical tenets have been overlooked or ignored. The purpose of the present paper is to discount the notion of a Fool’s Type IIa error under the Neyman-Pearson philosophy of testing statistical hypotheses and to highlight the need for improved statistical education related to hypothesis testing. If the importance of Type I and Type II errors cannot be quantified, then the Neyman-Pearson approach to hypothesis testing is of no value, and hence a Fool’s Type IIa error is irrelevant. If statistical testing errors are important and can be quantified, then adjustment for the Fool’s Type IIa error region is equivalent to increasing the probability of making a Type I error. 相似文献
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This study examined families’ choices of children’s literature books for joint story reading. Teachers, parents, and their
children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other
parents twice a week to learn and practice story reading techniques. They selected children’s literature books that were of
interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded
to a questionnaire before the intervention. The results provided insight in relation to the parents’ perceptions about literacy,
reading with families, and story reading. All members of the families read to their children frequently or daily and engaged
the children in conversations about the books read. The books chosen to be read to the children were categorized by genre,
with modern fiction being the most popular genre. 相似文献
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Timothy M. Flynn 《Journal of Experimental Education》2013,81(2):46-51
A multiple-choice behavioral observation scale designed to be used by preschool teachers (N = 424) was factor analyzed to obtain factor coefficients. The four factors obtained were cognitive skills, self-control, relationship with achievement model, and dependency. The factor coefficients were then applied to the ratings of 153 preschool disadvantaged children by 33 teachers and 64 teacher aides. Three multi-trait, multi-rater matrices were analyzed using Campbell and Fiske’s convergent discriminant validation procedures. The analyses supported convergent and discriminant validity of three of the four traits. 相似文献
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Children’s development of a theory of mind 总被引：1，自引：0，他引：1
Maria Rosaria Cadinu Jeff Kiesner 《European Journal of Psychology of Education - EJPE》2000,15(2):93-111
A critical review of the literature on the theory of mind is presented. Consistent with the “early onset” view, it is suggested that important precursors of a theory of mind are found much earlier than the age of 4. Research on emotional development and intentional communication is reviewed to suggest that some rudimentary understanding of other people’s minds occurs before the age of 2. Later, 3-year-olds’ engagement in pretense and deception demonstrates a more sophisticated understanding of other people’s mental states. Limitations of the false belief task for determining the acquisition of a theory of mind will be discussed with reference to findings in the adult literature. 相似文献
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Stephanie L. Doherty William Frankenberger Richard Fuhrer Vicki Snider 《International Journal of Disability, Development & Education》2000,47(1):39-54
This study determined the self-reported positive and negative physical, academic, and social effects of stimulant medication on middle/junior high school and high school students who have been diagnosed with AD/HD. The study also identified other students’ attitudes toward those diagnosed with AD/HD and receiving stimulant medication. Students in regular education classrooms, classrooms for students with an emotional disturbance, and classrooms for students with learning disabilities participated by filling out a questionnaire. A convenience sample of 925 students in Wisconsin and Minnesota participated in the study. Eighty-six of the students were taking stimulant medication for the treatment of AD/HD. Students did report experiencing side effects from the medication. The social and behavioural effects of the medication rather than the academic achievement enhancement effects appear to be the reasons for taking stimulant medication. Students not taking stimulant medication reported neither they nor teachers treated students taking stimulant medication differently. 相似文献
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《The Journal of educational research》2012,105(10):442-446
AbstractExpectations of citizens for the role of the school board with respect to four educational concerns were examined with educational attainment and family income of citizens as independent variables. The population for the study was 1,794 citizens in twelve Wisconsin school districts. Citizens were placed in one of five education and one of five family income groups and mean expectation scores were treated statistically with analysis of variance and the Sheff6 post hoc means test. Expectation scares were obtained from responses to four sets of interview questions scaled from conservative to liberal. Generally, the higher the educational attainment and family income of citizens, the more liberal were their expectations for the role of the school board. 相似文献
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Today’s children grow up surrounded by computers. They observe them, interact with them and, as a consequence, start forming conceptions of how they work and what they can do. Any constructivist approach to learning requires that we gain an understanding of such preconceived ideas and beliefs in order to use computers as learning tools in an effective and informed manner. In this paper, we present five such conceptions that children reportedly form about computers, based on an interdisciplinary literature review. We then evaluate how persistent these conceptions appear to be over time and in light of new technological developments. Finally, we discuss the relevance and implications of our findings for education in the contexts of conceptual pluralism and conceptual categorisation. 相似文献
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姜东志 《小雪花(小学生成长指南)》2006,(6)
看下面这两幅图,你能从中找出五处不同吗?Look at these two pictures.Can you find fivedifferences between these two pictures?The girl’s_____are different.The_____is different.The_____are different.The colors of_____are different.The_____is different.本期IQ T 相似文献
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Why do children learn in different ways: some are good students who show interest and zeal, while others are lazy and have to be taught against their will? Why do schools have over- and underachievers? Of course, there are a multitude of reasons. But almost 50 years ago it was shown using large data sets that families with high socioeconomic status are more likely to have children who are good students. Of course, there are many examples of successful students from poor families. However, they tend to be the exception to the rule. The certainty of success in school increases with rising socioeconomic status. 相似文献
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Dominique Peeters Tine Degrande Mirjam Ebersbach Lieven Verschaffel Koen Luwel 《European Journal of Psychology of Education - EJPE》2016,31(2):117-134
This study tested whether second graders use benchmark-based strategies when solving a number line estimation (NLE) task. Participants were assigned to one of three conditions based on the availability of benchmarks provided on the number line. In the bounded condition, number lines were only bounded at both sides by 0 and 200, while the midpoint condition included an additional benchmark at the midpoint and children in the quartile condition were provided with a benchmark at every quartile. First, the inclusion of a midpoint resulted in more accurate estimates around the middle of the number line in the midpoint condition compared to the bounded and, surprisingly, also the quartile condition. Furthermore, the two additional benchmarks in the quartile condition did not yield better estimations around the first and third quartile, because children frequently relied on an erroneous representation of these benchmarks, leading to systematic estimation errors. Second, verbal strategy reports revealed that children in the midpoint condition relied more frequently on the benchmark at the midpoint of the number line compared to the bounded condition, confirming the accuracy data. Finally, the frequency of use of benchmark-based strategies correlated positively with mathematics achievement and tended to correlate positively also with estimation accuracy. In sum, this study is one of the first to provide systematic evidence for children’s use of benchmark-based estimation strategies in NLE with natural numbers and its relationship with children’s NLE performance. 相似文献
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Frank J. Estvan 《Journal of Experimental Education》2013,81(4):48-54
The purpose of this research project was to investigate the possibility that, given a free choice of materials, elementary school teachers would not differentiate between materials judged appropriate for lower-class children and materials judged appropriate for middle-class children. The subjects were twenty-eight and twenty-nine teachers of lower-and middle-class children, respectively. Teachers were selected from a random list of schools identified as either lower-or middle-class by the respective superintendents, using Alba Edwards, Alphabetical Index of Occupations and Industries as a guide. When teachers of lower- and middle-class children were compared in selecting material for children in the respective classes, no significant differences were found. The failure to reject the two basic subhypotheses seems to support the possibility that, given a free choice of materials, elementary school teachers of lower-class children do not differentiate between materials judged appropriate to be used by middle-class children. 相似文献
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John Furlong 《牛津教育评论》2013,39(6):771-774
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Abstract. The author examined the effectiveness of training in symbolic logic for improving students' deductive reasoning. A total of 116 undergraduate students (approximately equal numbers of men and women) enrolled in 1st-year university philosophy courses in symbolic logic participated in 2 studies. In both studies, students completed booklets of categorical and conditional syllogisms at the beginning of the course and again at the end of the course. In Study 2, students also specified their reasoning strategies. Results indicated that students' strategies changed with training (students increased their use of mental models and mental rules with categorical and conditional syllogisms, respectively), but their reasoning performance improved only moderately. The educational implications of these results are explored. 相似文献
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Gallegos-Cázares Leticia Flores-Camacho Fernando Calderón-Canales Elena 《Science & Education》2022,31(1):35-54
Science & Education - Most students have interacted with scientific representations that are used as teaching resources in schools. Often these external representations present challenges for... 相似文献
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Mark R. van den Bunt Margriet A. Groen Steve Frost Airey Lau Jonathan L. Preston Vincent L. Gracco 《Scientific Studies of Reading》2018,22(6):503-516
Studies of the role of phonological representations in learning to read have almost exclusively focused on speech perception. In the current study, we examined links between sensorimotor control of speech, reading, and reading-related abilities. We studied two languages, English and Dutch, which vary in the regularity of their spelling-to-sound mappings. There were 236 American and Dutch children, 4 to 8 years old, who performed an altered auditory feedback task in which the first formant of the /?/ vowel was altered. A stronger response to altered feedback for literate relative to preliterate children was observed, and this was particularly the case for the Dutch children. Moreover, the magnitude of the responses was related to precursors of reading in preliterate children and to reading skill in literate children. We propose that these findings could be related to changes in children’s speech production skills that facilitate the integration of orthographic and phonemic information. 相似文献
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This study explores American and Greek primary pupils’ visual images of scientists by means of two nonverbal data collection tasks to identify possible convergences and divergences. Specifically, it aims to investigate whether their images of scientists vary according to the data collection instrument used and to gender. To this end, 91 third-grade American (N = 46) and Greek (N = 45) pupils were examined. Data collection was conducted through a drawing task based on Chambers (1983) ‘Draw-A-Scientist-Test’ (DAST) and a picture selection task during which the children selected between 14 pairs of illustrations those that were most probable to represent scientists. Analysis focused on stereotype indicators related with scientists’ appearance and work setting. Results showed that the two groups’ performance varied significantly across the tasks used to explore their stereotypic perceptions, although the overall stereotypy was not differentiated according to participants’ ethnic group. Moreover, boys were found to use more stereotypic indicators than girls, while the picture selection task elicited more stereotypic responses than the drawing task. In general, data collected by the two instruments revealed convergences and divergences concerning the stereotypic indicators preferred. Similarities and differences between national groups point to the influence of a globalized popular culture on the one hand and of the different sociocultural contexts underlying science curricula and their implementation on the other. Implications for science education are discussed. 相似文献