共查询到20条相似文献，搜索用时 15 毫秒
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Marie-Laure Viallon Delphine Martinot 《European Journal of Psychology of Education - EJPE》2009,24(2):191-205
A considerable body of research has shown that being the only representative of one’s gender group (solo status) when performing
an activity affects women more than men. The aim of our two experiments was to show that the performance context can moderate
the effects of numerical status (majority vs. solo) on performance and that men can also be disadvantaged by solo status.
Our proposal is that a groupwork context which makes the “leader” stereotype more salient will be more beneficial to men while
an intergender comparison context in a typically feminine thematic field will tend to favor women. To test this hypothesis,
the numerical status of the women and men was manipulated while they were performing a task presented as a human and social
sciences test in either a groupwork or intergender comparison context. As expected, the solo women were less successful in
the groupwork context than in the intergender comparison context (Experiment 1) whereas the solo men were less successful
in the intergender comparison context than in the groupwork context (Experiment 2). The role of the performance context and
the gender stereotypes that it foregrounds seems to be a key factor in the effects of solo status on performance. 相似文献
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Early childhood educators are likely to encounter youngsters who experience problems at home impeding their abilities to learn
and benefit from the program. One such group is children who live or have lived with adult domestic violence. Children yet
to begin elementary school are over-represented among groups of young people known to live with inter-parental violence. A
qualitative study using clinical interviews of young children was used to develop a model suggesting how key aspects of development
among children 3–5 years of age can react to and be affected by inter-parental violence. Focus is on age-appropriate expression
of emotions, salience of observations and conflicting messages, a child’s focus on outcome versus process, egocentricity and
self-blame, learning of gender roles, and delay or regression in development of independence. Implications for the classroom
are outlined, including providing a nurturing environment, supporting child adjustment, and helping caregivers. Special contingencies
when families are in shelters are also discussed. 相似文献
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Andrew Filarowski 《Resonance》2011,16(12):1140-1145
Those of us who owe our living in part to the global dyestuff and chemical industry should pause today and remember the beginnings
of this giant industry which started 150 years ago today with William Perkins’ discovery of mauveine whilst working in his home laboratory during the Easter holiday
on April 28, 1856. Prior to this discovery, all textiles were dyed with natural dyestuffs and pigments. 相似文献
6.
Thomas Crisp 《Children‘s Literature in Education》2011,42(2):91-104
On September 16, 2009, the Lambda Literary Foundation (LLF) released a statement revising their eligibility guidelines for
the Lambda Literary Award, the most prestigious citation offered for LGBT books and authors. This criteria, which demands
that an author must self-identify as a member of the LGBT family of writers, has been met with considerable disapproval within
the field of children’s and young adult literature, with critics decrying the decision as unfair and essentialist. By arguing
for the deployment of strategic essentialism as a discourse of resistance and by working to complicate discussions of essentialism
within the field of children’s and young adult literature, the author of this article confronts the condemnation levied at
the Lambda Literary Foundation and makes the case for the necessity of establishing the “Lammys” as an “insider-only” citation. 相似文献
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Joseph Maslen 《History of education》2017,46(1):94-107
This article asks historians of education to think about the influences that we bring to bear on our work. It uses, as an example, Carolyn Steedman’s book The Tidy House: Little Girls Writing (1982). The Tidy House set out to interpret a short story written by three primary school girls in Britain in 1976. Steedman contextualised this source against the backdrop of modern children’s writing and childhood experience in nineteenth- and twentieth-century Britain. Viewing the book itself as a source, this article explores the intellectual background (the ‘theoretical field’) that gave its ideas meaning. This involves looking at the historiographical surroundings of the author, such as Marxism and feminism, in a wider lens. It also entails a consideration of how The Tidy House relates to educational thought today – as well as to key issues tackled by some of the most celebrated historians of education in the last 40 years. 相似文献
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This essay illustrates the application of reception study, the subfield of literary history that emphasises the historical experiences of readers, to pedagogical contexts by investigating the teaching of F. Scott Fitzgerald’s The Great Gatsby (1925) in American high schools during the 1980s. Focusing on the episode in which Jay Gatsby leads Nick and Daisy on a tour of his mansion, the analysis draws on published lesson plans and other primary source documents and reimagines the contemporary cultural contexts to reconsider the novel’s lessons about social class during a decade that saw escalating wealth disparity, mirroring Fitzgerald’s 1920s and anticipating our present. 相似文献
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The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared – with a particular focus on the mediating role of feedback’s perceived usefulness. Participants, 146 ninth graders (aged 14 to 17?years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results and completed surveys measuring feedback’s perceived usefulness, interest and self-evaluation. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback’s perceived usefulness had a positive effect on changes in achievement and interest. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest via its perceived usefulness. There were no such effects on changes in self-evaluation. Potential explanations for these findings, educational implications and possible directions for future research are discussed. 相似文献
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Bertrand Troadec Benaissa Zarhbouch Valérie Frède 《European Journal of Psychology of Education - EJPE》2009,24(4):485-498
The non-computational brand of cognitivism is based on the premise that performances, including those of children, are generated
by mental models or representations, i.e., “internal” resources. The sociocultural approach, on the other hand, regards context,
i.e., an “external” resource, as the chief means of elaborating knowledge. The results of empirical research on how Moroccan
children develop their understanding of the shape and properties of the Earth highlight some of the limitations not only of
the representationalist paradigm but also of the more “radical” socioculturalist approach. They show that, while the sociocultural
context does indeed play a vital role in the development of understanding, the latter in turn helps to increase children’s
autonomy of mind. 相似文献
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Luis M. Casas-García Ricardo Luengo-González 《European Journal of Psychology of Education - EJPE》2013,28(2):373-398
The present research approached a problem which has a twofold aspect: the concept of angle and the techniques needed to represent how pupils construct that concept in their cognitive structure during their years in school. In order to access the knowledge of the concept of angle, we used the pathfinder associative networks. This technique provided us with the data of the 458 networks of the participating students, using 11 concepts related to the general concept of angle. We used quantitative indicators on the network characteristics: coherence, complexity, and similarity with others. Results showed how the pupil’s cognitive structure evolutioned during instruction and what were the most relevant concepts for them. On the basis of the results, we have proposed what we call the “Theory of Nuclear Concepts” which offers a new focus to understanding how the processes of teaching and learning occur. 相似文献
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Sandra Bosacki Anne Elliott Spogmai Akseer Mira Bajovic 《British Journal of Religious Education》2010,32(1):49-61
Drawn from a larger study of Canadian children’s sense of self and media habits, this study explores the role of religiosity and/or spirituality within 535 children’s (281 girls, 254 boys; 5–13 years of age) self‐reported media preferences and habits over a three‐year period. Results indicate that the theme of spirituality and/or religiosity emerged most frequently within the context of after‐school activities, music listening habits and the reading habits of participants’ mothers. Aside from children in Grade 1 (five–six years), girls were more likely than boys to mention issues of spirituality and religiosity, particularly during preadolescence (10–13 years). Younger children reported more issues of spirituality than older children. Results are discussed in terms of educational implications for critical media literacy. 相似文献
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Kristof K.P. Vanhoutte 《Educational Philosophy and Theory》2014,46(4):393-405
AbstractThe present article investigates the rhythm of study as described by Giorgio Agamben in ‘The idea of study’, present in Idea of prose. In this short treatise, Agamben presents Melville’s scrivener Bartleby as the exemplary embodiment of study. Bartleby’s paradigmatic status, according to Agamben’s interpretation, does, however, exclude him from belonging to the ‘class of study’. Bartleby’s exclusion leads to the discovery of an unmentioned member of the ‘class of study’: Eros. The surprising absence of Eros dissolves, however, once he is recuperated as the image of ‘The idea of the work’. Bartleby’s exclusion and Eros’s absent inclusion and presence as the ‘The idea of the work’ not only demonstrate the close relation between study and work, but also explain Agamben’s considerations on the connection between study and the nature of his own work. The article concludes with a call for the remaining importance of Agamben’s festina lente, the rhythm of study, within the broader context of our contemporary university institutions. Once the incessant shuttling between passion and action has been called to a halt—in favour of one of the two extremities—study becomes impossible. 相似文献
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José A. Chamizo 《Science & Education》2013,22(7):1613-1632
The synthesis of new chemical compounds makes it the most productive science. Unfortunately chemistry education practice has not been driven to any great extent by research findings, philosophical positions or advances in new ways of approaching knowledge. The changes that have occurred in textbooks during the past three decades do not show any real recognition of these. Despite previously reported different types of models in this paper, from an ‘empirical reliability with minimal realism’ approach to realism, a new simple and broad definition, a typology of models and their relation with modeling is presented. 相似文献
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The complexity of words makes vocabulary development a multi-faceted process that presents challenges to early childhood educators,
offers benefits to young learners, and must be supported through evidence-based strategies. All students, regardless of socio-economic
status or background, need to make significant gains in receptive and expressive vocabulary at home and at school each year
in order to support their growth in literacy. Students from low socioeconomic backgrounds and those students who speak English
as a second language are particularly at risk of failing to make proficient vocabulary gains. The most effective way for early
childhood educators to enhance the vocabulary development of all students is to implement evidence-based strategies for teaching
vocabulary. A key finding in the research is that young children need to be actively engaged in vocabulary development if
they are to remember new words and begin to grasp the multiple, nuanced meanings of words. Other effective vocabulary instruction
practices include meaningful repetition; combining the enactive, iconic, and symbolic modes; and reading aloud in a dialogic
style. In light of the trend in the research data that links the child’s vocabulary level to gains in reading comprehension,
early childhood educators have a special obligation to teach vocabulary more effectively. 相似文献