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Pedro Rosrio Jennifer Cunha Ana Rita Nunes Tnia Moreira Jos Carlos Núez Jianzhong Xu 《Psychology in the schools》2019,56(1):92-108
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed. 相似文献
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Jerry B. Hutton 《Psychology in the schools》1984,21(4):482-484
Fifty elementary teachers rated the problem behaviors of students to indicate both how much the behaviors “disturbed” them and how much they were “concerned” about the behaviors. The results suggest that teachers are more concerned about behaviors than disturbed by them. However, teachers were both disturbed and concerned about aggressive interaction with and between students. The implications of the findings are discussed. 相似文献
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The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they chose to learn science from their teachers based on affective attributes, advocacy/impedance, and identity. Results showed that lower track science students closely associate affective teacher attributes with effective teaching strategies. In addition, students identified advocacy or impedance in academic success based on personal experience rather than other more overt characteristics such as race or gender as a major determinant for their successful science learning. Implications for research and teacher education in diverse settings are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 13–36, 2011 相似文献
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“Won't you give up your snack for the sake of science?” Emerging science identities in family everyday interaction 
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下载免费PDF全文 Dana Vedder‐Weiss 《科学教学研究杂志》2018,55(8):1211-1235
This study provides a rich account of everyday science engagement in a science family (a family rich in science habitus) and sheds light on how science–person and science–antagonist identities emerge through science engagement in such a family. Using audio recordings and field notes obtained over a year of self‐ethnography, I systematically analyze science engagement in one family, showing how science was infused in all aspects of family life. However, the children in this family diverged in patterns of science participation: one child exhibited a science person identity, expressing more positive disciplinary emotions, initiating more frequently, asking more questions, sustaining longer investigations, and generally holding the floor three times more than the other child, who exhibited a science antagonist identity. To further understand the reason why the two children thus diverged in their patterns of science participation, despite many shared conditions, I zoom in on the moment‐by‐moment interactions in the family. Using microanalysis, I explore how positioning and roles may elucidate such local variation. The analysis illustrates how repeating events of identification within everyday family interactions are a powerful mechanism that can help explain such divergences. The findings underscore the importance of parents' awareness of the myriad of ways that recognition and roles are intertwined in everyday science engagement and identity formation. They suggest considering the potential of informal science‐learning environments to lead to alienation from science. Furthermore, the study implies that although we must investigate how socio‐historical categories function to deny individuals' (and groups') access to science, we should also go beyond these categories to understand how equal access to science is denied in less apparent ways. 相似文献
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The present studies examined the proposition that there are approach and avoidance dimensions in feelings of obligations, that are associated with a specific network of behaviors, affect, and cognitions in achievement situations. Across 4 studies, results indicated that being motivated by ought-approach was associated with significantly higher positive affect and persistence compared with being motivated by ought-avoidance. Also, arousal and affect could be explained by one's disposition for approach- or avoidance-based oughts. Being motivated by ought-approach was significantly more adaptive compared with avoidance and multiple-ought terms. It was concluded that obligations based on approach or avoidance tendencies represent diverse motivational systems with different cognitions and affective responses. 相似文献
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一篇经典一段赏析一位名家一篇经典、一段赏析过年梁实秋我小时候并不特别喜欢过年,除夕要守岁,不过零点不能睡觉,这对于一个习于早睡的孩子是一种煎熬。前庭后院挂满了灯笼,又是宫灯,又是纱灯,烛光辉煌,地上铺了芝麻秸儿,踩上去咯咯吱吱。这一切当然有趣,可是寒风凛冽,吹得小脸儿通红,也很不舒服。炕桌上呼卢喝雉,没有孩子的份。压 相似文献
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一篇经典、一段赏析:迟到林海音我的父亲很疼我,但是他管教我很严,很严很严。有一件事我永远忘不了……当我上一年级的时候,就有早晨赖在床上不起来的毛病。每天早晨醒来,看到阳光照到玻璃窗上了,我的心里就是一阵愁。心想,已经这么晚了,等起来,洗脸,扎辫子,换制服,再走到学校去,准又是一进 相似文献