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1.
The distinct learning behaviors observed in the classroom between American and Chinese students have been discussed extensively in literature. The authors speculated that learning approaches (structure-oriented approach vs. depth-oriented approach) might play a role in explaining different behavioral traits presented by American and Chinese students. Two measures assessing learning approaches and learning behaviors in the classroom were administered to two samples: American undergraduates (n = 199) and Chinese undergraduates (n = 265). The results revealed that American undergraduates appeared to be more “active” in the classroom compared to Chinese undergraduates. Chinese undergraduates scored significantly higher on the structure-oriented approach, but did not differ significantly in the depth-oriented approach compared to American undergraduates. The results also indicated that the structure-oriented approach mediated the relationship between cultural group and learning behavior, and thus suggest that the structure-oriented learning approach might partially explain the distinct behavioral traits presented by American and Chinese students in the classroom. 相似文献
2.
Xuezhao Lan Claire Cameron Ponitz Kevin F. Miller Su Li Kai Cortina Michelle Perry Ge Fang 《Early childhood research quarterly》2009,24(2):198-211
This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed. 相似文献
3.
Ning Luo Tao Guan Jinling Wang 《The International Journal of Art & Design Education》2023,42(2):312-326
This study investigated visual arts college students’ perceptions of the gender stereotyping of creativity and the influence of this stereotyping on creative self-efficacy. The sample consisted of 1198 Chinese visual arts college students. The results showed that (a) both male and female students identified stereotypically masculine traits as more important to creativity than stereotypically feminine traits are, (b) male students demonstrated higher creative self-efficacy than their female counterparts did, and (c) students’ gender significantly moderated the effect of the gender stereotyping of creativity on creative self-efficacy. Specifically, the gender stereotyping of creativity had a positive effect on male students and a negative effect on female students. These findings revealed that gender stereotypes dominate concepts of creativity in Chinese art education and may hinder female students’ development of creative self-efficacy, resulting in gendered inequality in the visual arts field. The implications of these findings for visual arts education in China are discussed. 相似文献
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The natural number bias (NNB) in arithmetic operations refers to the application of natural number properties to reasoning about rational numbers. Previous studies found the NNB interferes with students’ problem-solving. However, few studies have examined it in the Chinese context or the underlying mechanism by which it can be overcome. Addressing these gaps, in Experiments 1a (n = 31) and 1b (n = 30), we found that Chinese students demonstrate the NNB despite linguistic differences between Chinese and western languages. Experiment 2 (n = 38) adopted a negative priming paradigm and found that inhibitory control was necessary to overcome the NNB. Experiment 3 (n = 34) employed the event-related potential technique; we observed increased P2 amplitude when students solved congruent problems, and increased N2 and decreased P3 amplitude when they solved incongruent problems. These results indicated that the NNB is rooted in intuitive thinking, and overcoming this bias relies on inhibition. 相似文献
6.
Children and Adults Selectively Attribute Shared Cultural Knowledge to Speakers of the Same Language
Children's and adults’ attributions of shared knowledge of and shared preference for songs were investigated across two prominent social categories: language and gender. Both attributions indicate similarity among individuals but shared cultural knowledge can be more informative about common social history than shared preference, as it is mainly transferred through social interactions within cultures, while preferences can have various sources. Both 5- to 6-year-old children (N = 60) and adults (N = 160) generalized knowledge of songs across individuals who speak the same-language rather than same-gender individuals. In contrast, preference for songs was not systematically generalized across either category. Thus, individuals selectively infer shared cultural knowledge among same-language speakers, suggesting an early emerging link between shared knowledge and cultural boundaries. 相似文献
7.
Joshua Fahey Lawrence 《Reading and writing》2012,25(5):1113-1141
In this study, I used individual growth modeling methods to examine the English word-learning trajectories of adolescent students
(N = 278) whose parents speak English at home (n = 210) and those whose parents speak a language other than English (n = 68). Sixth- (n = 130) and seventh-grade (n = 148) students attending an urban middle school took part in the study, with each student contributing up to four occasions
of vocabulary-achievement data across three school years. I used the group reading and diagnostic evaluation (GRADE), a 40-item,
group-administered assessment to measure vocabulary achievement. Students also provided information about the amount of time
they spent reading independently during the summer and during the school year. Principal predictor variables included days
between assessments, student home language, student free and reduced lunch status, time spent independent reading, and a dummy
variable for the number of summers experienced between testing periods. On average, middle-school students experienced a loss
of vocabulary over the summer, however students who spoke a language other than English at home had more pronounced summer
setback and steeper learning trajectories, even when controlling for well-known predictors of vocabulary like independent
reading and predictors of summer loss like free and reduced lunch status. These findings corroborate research showing low-income
students experience summer loss, but suggest that in urban schools serving mostly low-income students, home-language status
may be a stronger predictor of summer loss than socio-economic status or reading amount. 相似文献
8.
Previous results have shown possible cultural differences in students’ achievement goals endorsement and in their relations with various predictors and outcomes. In this person-centered study, we sought to identify achievement goal profiles and to assess the extent to which these configurations and their associations with predictors and outcomes generalize across cultures. We used a new statistical approach to assess latent profile similarities across adolescents from five cultural backgrounds (N = 2643, including Non-Indigenous Australians, Indigenous Australians, Indigenous American, Middle Easterners, and Asians). Our results supported the cross-cultural generalizability of the profiles, their predictors, and their outcomes. Five similar profiles were identified in each cultural group, but their relative frequency differed across cultures. The results revealed advantages of exploring multidimensional goal profiles. 相似文献
9.
Deborah McCutchen Laura Green Robert D. Abbott Elizabeth A. Sanders 《Reading and writing》2009,22(4):401-423
We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement
of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy
instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models
of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels
of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition.
Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates,
but to a more limited extent. 相似文献
10.
Anticipatory Eye Movements While Watching Continuous Action Across Shots in Video Sequences: A Developmental Study 
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下载免费PDF全文 Eye movements were recorded as 12‐month‐olds (n = 15), 4‐year‐olds (n = 17), and adults (n = 19) watched a 15‐min video with sequences of shots conveying continuous motion. The central question was whether, and at what age, viewers anticipate the reappearance of objects following cuts to new shots. Adults were more likely than younger viewers to make anticipatory eye movements. Four‐year‐olds responded to transitions more slowly and tended to fixate the center of the screen. Infants’ eye movement patterns reflected a tendency to react rather than anticipate. Findings are consistent with the hypothesis that adults integrate content across shots and understand how space is represented in edited video. Results are interpreted with respect to a developing understanding of film editing due to experience and cognitive maturation. 相似文献
11.
Neal Dreamson Joohwan Rhee Jungseok Han Minjoo Lee Yunjoo Ro 《The International Journal of Art & Design Education》2023,42(2):246-260
Persona design aims to increase students’ ability to understand their target users and address their needs. Yet, there is a lack of conceptual frameworks that help students systematically conceptualise user needs, specifically the two key requirements of persona design: representativeness and empathy. In this study, we find an alternative method using cultural dimensions to ensure that students conceptualise personas by reflecting representativeness and empathy in a systematic way. We justify cultural dimensions and engagement aspects and suggest a classified table for representative and empathetic persona design. In a design course, we analyse personas created by students in two different groups with the table (Group 1, n = 16) and without the table (Group 2, n = 17) through comparative thematic analysis to evaluate the qualities of representativeness and empathy. As a result, the cognitive aspect of engagement is predominated in Group 2, whereas the cognitive, emotional, behavioural, and social aspects of engagement are evenly distributed in Group 1. 11 cultural dimensions are identified in Group 2, whereas 20 cultural dimensions are identified in Group 1. In Group 2, a particular dimension is predominant (44.4% of individualism), whereas, in Group 1, the rate of the most used dimension is 12.2% (femininity and collectivism). The study results indicate that the method allows students to diversify and deepen their understanding of user needs and thereby conceptualising personas in in-depth and analytical ways. From instructional perspectives, it can be used by educators to help students systematically conceptualise user needs in design activities. 相似文献
12.
“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality 下载免费PDF全文
下载免费PDF全文 Jasmine M. DeJesus Hyesung G. Hwang Jocelyn B. Dautel Katherine D. Kinzler 《Child development》2018,89(5):1752-1767
Adults implicitly judge people from certain social backgrounds as more “American” than others. This study tests the development of children's reasoning about nationality and social categories. Children across cultures (White and Korean American children in the United States, Korean children in South Korea) judged the nationality of individuals varying in race and language. Across cultures, 5‐ to 6‐year‐old children (N = 100) categorized English speakers as “American” and Korean speakers as “Korean” regardless of race, suggesting that young children prioritize language over race when thinking about nationality. Nine‐ and 10‐year‐olds (N = 181) attended to language and race and their nationality judgments varied across cultures. These results suggest that associations between nationality and social category membership emerge early in life and are shaped by cultural context. 相似文献
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Alexandra L. Webb Lillian Smyth Mustafa Hafiz Krisztina Valter 《Anatomical sciences education》2022,15(2):281-290
While debate about the use of—and alternatives to—human cadaveric dissection in medical training is robust, little attention has been paid to questions about timing. This study explores the perspectives of medical students and recent graduates with regard to two key questions: when in the degree program do students prefer dissection opportunities and what are the students getting out of participating in dissection? Self-report survey data from students in preclinical years (n = 105), clinical years (n = 57), and graduates (n = 13) were analyzed. Most (89%) preferred dissection during the preclinical years, with no effect by training year (χ2 = 1.98, p = 0.16), previous anatomy (χ2 = 3.64, p = 0.31), or dissection (χ2 = 3.84, p = 0.26) experience. Three key findings emerged. First, the majority of students prefer to dissect in the preclinical years because they view dissection as important for developing foundation knowledge and delivering an opportunity for consolidation prior to transitioning to primarily clinical studies. In addition, students recognize that it is a time-consuming activity requiring specialized facilities. Second, three main understandings of the purpose of dissection were reported: depth of learning, learning experience, and real-world equivalence. Third, these student perspectives of the purpose of dissection are associated with timing preferences for dissection opportunities. The results identify the preclinical phase as the optimal time to strategically integrate dissection into medical training in order to maximize the benefits of this unique learning opportunity for students and minimize its impact upon curricular time. 相似文献
14.
Ulrika Wolff 《Reading and writing》2010,23(2):209-238
By using latent profile analysis eight stable and interpretable subgroups of readers were identified. The basis for subgrouping
was different performance measures with four aspects of reading in focus: reading of continuous texts, reading of document
texts, word reading and reading speed. Participants were 9-year-old Swedish students included in the International Association
for the Evaluation of Educational Achievement (IEA) Reading Literacy Study in 1991 (n = 4,184) and in 2001 (n = 5,099). The eight subgroups were compared on different background variables, such as gender, language at home, and cultural
and socioeconomic factors. It was concluded that latent profile analysis proved to be a feasible methodology. The even performance
profiles of good and average readers imply that reading is a skill with a high degree of transfer and generality. Several
subgroups of poor readers with more heterogeneous performance patterns could be identified. The three most stable subgroups
proved to be comprised of high performers, poor comprehenders and dyslexic students. 相似文献
15.
The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment
effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from
13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly
assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills
and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students
outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency,
spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure,
suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction. 相似文献
16.
Lori Kirkpatrick Michelle Searle Rachael E. Smyth Jacqueline Specht 《British Journal of Special Education》2020,47(1):24-47
The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community. 相似文献
17.
Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students’ school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations. Specifically, students who were consistently absent throughout elementary school tended to have lower outcomes across developmental domains in the long-term. The negative links between absenteeism and outcomes were larger for Black than White students, but few other subgroup differences emerged. 相似文献
18.
While educators in many parts of the world grapple with what creativity means in practice, discussions about creative pedagogy usually include the elements of creative teaching, teaching for creativity and creative learning. This article stems from a research project that occurred at a Preparatory to Year 9 school in Australia where we worked with staff to explore their understandings of creativity and creative learning in the Arts. We found that while students’ creative learning is a fundamental element in a creative pedagogy framework, the notion of creative learning of teachers is largely overlooked in discourses of teachers’ professional learning. Given the important role teachers play in student learning, we argue that teachers need to be informed not only about how to teach creatively and for creativity, but also how to consider possibilities and understand things in new ways, thereby making a case that a teacher’s own creative learning is crucial. 相似文献
19.
Kyung Hee Kim 《Roeper Review》2019,41(2):119-128
To understand creativity is to recognize and develop the creative potential within oneself and others. This article examines what creativity is not and then what creativity is. First, the six leading misconceptions about creativity are discussed: Creativity belongs solely to the arts; creativity is quickly recognizable; innovators always work alone; mental illness enhances creativity; creativity is a divine flash of inspiration; and newness is a prerequisite to creativity. Then, using the research-based CATs model, what creativity is and how creativity develops into innovation are discussed: (a) cultivate creative climates; (b) nurture creative attitudes; and (c) develop creative thinking skills. Creativity does not come from nature but from nurture, and developing gifted children’s creativity should be the goal of parenting and education. 相似文献
20.
Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade 总被引：2，自引：0，他引：2
Despite acknowledging the complex nature of vocabulary knowledge, researchers have rarely investigated the dimensionality
of this construct empirically. This study was designed to test a multi-dimensional model of English vocabulary knowledge for
sixth-grade students from linguistically diverse backgrounds (n = 584). Participants included language minority students learning English as a second language (L2) and students who learned
English as a first language (L1). Students were assessed on 13 reading-based measures tapping various aspects of vocabulary
knowledge. Using multiple-group confirmatory factor analysis, we found that vocabulary was comprised of three highly related,
but distinct dimensions—breadth, contextual sensitivity, and morphological awareness. This three-dimensional model was found
to hold for L2 learners as well as L1 speakers. Although the L2 learners were statistically significantly lower than the L1
students on all three dimensions, the magnitude of the difference for morphological awareness (d = .37) was somewhat smaller than that for vocabulary breadth (d = .52) and contextual sensitivity (d = .49). Results were similar for a subsample of Spanish-speaking L2 learners and for the full sample of L2 learners from
various home language groups. Findings support a distinction between word-specific and word-general knowledge in understanding
individual and group differences in vocabulary. 相似文献