共查询到20条相似文献，搜索用时 466 毫秒
1.
This investigation examined the effectiveness of reflection methods derived from Sternberg's theory of practical intelligence [Sternberg, R.J., and Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160.; Sternberg, R.J., Forsythe, G.B., Hedlund, J., Horvath, H.A., Wagner, R.K., Williams, W.M., et al. (2000). Practical intelligence in everyday life. New York: Cambridge University Press. 2000] on the acquisition of experience-based, tacit knowledge. Two related experimental studies were conducted to test the effect of brief tacit-knowledge reflection training on practical problem solving. Reflection methods were developed based on Sternberg's conceptualized condition–action structure of tacit knowledge. In the first study, 101 U.S. Army officers participated in a reflection intervention or practice control. Results showed an effect of reflection condition on post-test tacit-knowledge scores (F [3, 91] = 3.74, p = .01, 2 = .03). In the second study, 235 college students participated in a reflection intervention or an academic-type reflection control. Results showed that the reflection condition approached significance on post-test scores (F [1, 233] = 3.47, p = .06, p = .06, 2 = .01). The investigation suggests this line of inquiry warrants continued study. 相似文献
2.
A review is offered of Hong Kong's current education reform that sites a key role for creativity. This key role leads us to ask “Creativity in the Hong Kong Classroom: what is the contextual practice?” To address this question 27 Primary classroom teachers across three subject areas were observed and rated using the Classroom Observation Form [Furman, A. (1998). Teacher and pupil characteristics in the perception of the creativity of classroom climate. Journal of Creative Behavior, 32(4), 258–277]. The creativity potential of these teachers was then measured against the Creativity Fostering Teacher Index [Soh, K. C. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. Journal of Creative Behavior, 34(2), 118–134] and the Creative Personality Scale [Gough, H. G. (1978). A creative personality scale for the adjective check list. Journal of Personality and Social Psychology, 37(8), 1398–1405]. Their class students then completed the Chinese Creativity Tests [Wu, J. J., & Chen, F. X. (1998). A study on the new creativity test. Taiwan: Education Bureau and Foundation for Scholarly Exchange]. Findings support and extend current understandings of both system and componential theory [Csikzentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Harper Collins; Amabile, T. M. (1996). The social psychology of creativity. New York: Springer–Verlag; Amabile, T. M. (1996). Creativity in context. Boulder: Westview Press]. Instrument limitations and a need for interpretative cautions are discussed and their significance for further research indicated. 相似文献
3.
Cecil Robinson 《The Urban Review》2007,39(2):191-216
This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods
classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world
of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose
of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into
a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application
of the figured worlds framework to the study of learning in a teacher preparation program.
Cecil Robinson is an assistant professor of educational psychology at The University of Alabama. His research focuses on social
studies teaching and learning, technology, democracy, and hope. Address correspondence to Cecil Robinson, Campus Box 870231,
Department of Educational Studies in Psychology, Research and Counseling, College of Education, The University of Alabama,
Tuscaloosa, AL 35487-0231, USA; e-mail: crobinso@bamaed.ua.edu 相似文献
4.
Lung Hung Chen Chia-Huei Wu Ying Hwa Kee Meng-Shyan Lin Shang-Hsueh Shui 《Contemporary educational psychology》2009,34(4):298-305
In this study, the hierarchical model of achievement motivation [Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143–179). Greenwich, CT: JAI Press] is used to investigate the motivational mechanism behind the relationship between fear of failure and self-handicapping adoption. A cross-sectional design was employed. The participants were 691 college students enrolled in physical education in Taiwan. Students completed the Performance Failure Appraisal Inventory (PEAI-S; Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional measurement of fear of failure: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76–90), the Chinese 2 × 2 Achievement Goal Questionnaire for Physical Education (CAGQ-PE; Chen, L. H. (2007). Construct validity of Chinese 2 × 2 achievement goal questionnaire in physical education: Evidence from collectivistic culture. Paper presented at the 5th conference of the Asian South Pacific Association of Sport Psychology. Bangkok, Thailand) and the Self-Handicapping Scale (SHS; Wu, C. H., Wang, C. H., & Lin, Y. C. (2004). The exploratory and confirmatory factor analysis of self-handicap scale for sport. Journal of Higher Education in Physical Education, 6(1), 139–148). Structural equation modeling was conducted. Generally, the results showed that mastery-avoidance and performance-avoidance goals partially mediated the relationship between fear of failure and self-handicapping. The results are discussed in terms of the hierarchical model of achievement motivation, and its implications for physical education are also highlighted. 相似文献
5.
Isabel Rots Antonia Aelterman Geert Devos Peter Vlerick 《Teaching and Teacher Education》2010,26(8):1619-1629
This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance. Using path analysis and logistic regression, this model was tested in a sample of student teachers (n = 436), subsequently graduates (n = 251) of teacher training for secondary education. The results validate the relationship between teacher education variables and nearly graduates’ intention to enter the teaching profession. Furthermore, this intention proves an imperative predictor of graduates’ actual entrance. 相似文献
6.
As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report. London: Campaign for Learning. Available at: www.campaignforlearning.org.uk; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning [Kagan, S. (2001). Cooperative learning. Kagan Publishing. www.Kaganonline.com] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). ‘But no one has maths at a party: Pupils’ reasoning strategies in a thinking skills programme. Curriculum, 18(3), 140–148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). Consulting pupils: What's in it for schools? London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. Teacher Development, 10(2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and learning tool. International Journal of Research and Methods in Education, 29(1), 39–53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). Tools for enquiry and the role of feedback in teachers’ learning. Paper presented at the European Association for Research in Learning and Instruction Conference] to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive knowledge and skilfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences, 15, 159–176]. 相似文献
7.
Maria Dolores Calero Maria Beln García-Martín Maria Isabel Jimnez Miguel Kazn Arsenio Araque 《Learning and individual differences》2007,17(4):328-343
Current approaches in intelligence research indicate the need for a more extensive determination of characteristics of children with possible giftedness, not only at an intellectual level, but also at the level of self-regulation and motivation. The present study compares self-regulation efficiency between high-IQ and average-ability children aged 6 to 11 years using a computerized task: The ‘Self-regulation and concentration test for children’ [SRTC, Kuhl, J. & Kraska, K. (1993). Self-regulation: Psychometric properties of a computer-aided instrument. The German Journal of Psychology, 17, 11–24]. Results show that high-IQ children have better self-regulatory abilities than a comparable group of average-ability children. In addition, self-regulation efficiency is related to working memory and action orientation (i.e., self-motivation). It is concluded that the assessment of self-regulation is important both for the research and practice related to children with high intellectual ability. 相似文献
8.
Marcia D. Horne James E. Powers Patricia Mahabub 《Contemporary educational psychology》1983,8(4):403-418
The development of the concept of word in readers and nonreaders was investigated. Five reader and nonreader male students from four age groups (6.5–7.5; 7.6–8.5; 8.6–9.5; 9.6–10.5) were tested using the procedures developed by J. Downing and P. Oliver (Reading Research Quarterly, 1973–1974, 9, 581–586). Results from an analysis of variance indicated significant effects for reading levels (p < .001), age (p < .05), stimuli (p < .01), and a significant interaction between reading level and stimulus class (p < .05). Evidence indicates nonreaders may be confused about the differences between a short word and phonemes, syllables, sentences, and long words. 相似文献
9.
Christian Geiser Wolfgang Lehmann Martin Corth Michael Eid 《Learning and individual differences》2008,18(4):419
This study investigated quantitative and qualitative changes in mental rotation performance and solution strategies with a focus on sex differences. German children (N = 519) completed the Mental Rotations Test (MRT) in the 5th and 6th grades (interval: one year; age range at time 1: 10–11 years). Boys on average outperformed girls on both occasions (dT1 = 0.45; dT2 = 0.35). Strong quantitative change was reflected in increased test scores from time 1 to time 2. The increase was equivalent for girls (d = 1.04) and boys (d = 1.05). Qualitative change was investigated in a multigroup latent transition analysis (LTA) of the MRT items. LTA confirmed findings from prior studies showing that children used different solution strategies to solve the MRT problems. Girls tended to use less efficient strategies than did boys. Moreover, LTA revealed that participants showing inefficient solution strategies at time 1 tended to improve their performance less than students who already showed more elaborate strategies at time 1. 相似文献
10.
11.
E. Ehrlich Smith 《Peabody Journal of Education》2013,88(3):177-179
How to Teach a Trade. By R. W. Selvidge (University of Missouri). Peoria, Ill.: The Manual Arts Press, 1923. Pp.111. Price, $1. Personal and Business Efficiency. By C. A. Henderson (Babson Institute). New York: George H. Doran Co., 1923. Pp. viii + 308. Price, $2 net. Jefferson Davis, President of the South. By H. J. Eckerode. New York: Mac‐millan Company, 1923. Pp. 371. Price, $2.50. The New Agriculture for High Schools. By Kaey C. Davis (George Peabody College for Teachers). Philadelphia: J. B. Lippincott Co. Pp. v + 494. Price, $1.80. Construction and Repair Work for the Farm. By F. Theodore Struck (Pennsylvania State Department of Vocational Education). Boston: Houghton‐Mifflin Co., 1923. Pp. 382; 285 drawings and photographs. Price, $2.90. United States History. By Arches Butler Hulbert (Colorado College). Garden City, N. Y.: Doubleday, Page & Co., 1923. Pp. xx + 656. Price, $2. School Atlas; By J. Paul. Goode (University of Chicago). Chicago: Rand McNally & Co., 1923. Pp. xii + 96 (of maps) + 41 (index of places). Pages, 9x11 inches. Thickness of volume, about ½ inch. Junior English Course. By P. H. Deffendall (St. Louis public schools). Boston: Little, Brown & Co., 1923. Pp. xvi + 384. Rip Van Winkle and Other Sketches. Edited by F. K. Ball. Boston: Ginn & Co., 1923. Pp. xii + 242. Price, 72 cents. Specimens of Prose Composition. Revised edition. By F. W. C. Hersey and C. N. Greenough (Harvard College). Boston: Ginn & Co., 1923. Pp. viii + 510. Price, $2.20. The Vicar of Wakefield. Edited by Archibald Rutledge. Boston: Ginn & Co., 1923. Pp. xxiv + 250. Price, 76 cents. Motion Pictures in Education. By D. C. Ellis and L. Thornborough. New York: T. Y. Crowell Co., 1923. Pp. xvii + 284. Price, $2.50 net. Education for Moral Growth. By Henry Neumann (Ethical Culture School, New York). New York: D. Appleton & Co., 1923. Pp. xii + 383. 相似文献
12.
Myra Barrs 《Changing English: An International Journal of English Teaching》2016,23(3):241-256
The last chapter of Vygotsky’s last book, Thinking and Speech, is a compressed argument about the construction of consciousness through the internalisation of language. This article comments on Vygotsky’s analysis of the ‘voyage into the interior’ undertaken by oral speech as it is internalised and abbreviated into ‘inner speech’, and then further concentrated as non-verbal thought. The article focuses on the part that literature and especially poetry play in Vygotsky’s argument in this chapter, and suggests that in exploring the condensed semantics of inner speech Vygotsky is implicitly describing how poets turn private thoughts into ‘symbols for others’. It concludes with a commentary on Vygotsky’s use of Mandelshtam’s poem ‘The Swallow’, from which he draws his epigraph. 相似文献
13.
Cardoso-Martins Cláudia Resende Selmara Mamede Rodrigues Larissa Assunção 《Reading and writing》2002,15(3-4):409-432
Previous studies [Scott & Ehri (1990) Journal of Reading Behavior22: 149–166; de Abreu & Cardoso-Martins (1998) Reading and Writing:An Interdisciplinary Journal 10: 85–104] have shown thatprereaders who know the names of the lettersuse a visual–phonological strategy to learn toread words in which the names of one or moreletters can be clearly detected in thepronunciation of the words. The present resultsextend these findings by showing that BrazilianPortuguese-speaking prereaders who know thenames of the letters can process letter–soundrelations to learn to read spellings in whichthe letters correspond to phonemes, not toletter names. Following Ehri & Wilce'sprocedure [(1985) Reading Research Quarterly 20:163–179], Brazilian preschool childrenlearned to read two types of simplifiedspellings: phonetic spellings, that is,spellings in which the letters corresponded tophonemes in the pronunciation of the words(e.g., SPT for sapato), and visualspellings, that is, spellings in which theletters did not correspond to sounds in thepronunciation of the words, but which werevisually more salient (e.g., VST for pijama). The children learned to read thephonetic spellings more easily than the visualspellings, suggesting that they recognized theletter–phoneme relations in learning to readthe phonetic spellings. This interpretation isbolstered by the results of correlationalanalyses between knowledge of letter sounds andperformance on the two word-learning tasks.While knowledge of letter–phonemecorrespondences did not correlate withperformance on the word-learning task with thevisual spellings, it correlated significantlyand positively with the children's ability tolearn to read the phonetic spellings. 相似文献
14.
Sister M. Bernetta O. P. 《Peabody Journal of Education》2013,88(6):349-351
Modern Mathematics. By Raleigh Schorling (University of Michigan) and John R. Clark (Lincoln School of Teachers College). Three volumes. Yonkers: World Book Company, 1924. The Unstable Child. By Florence Mateer. New York: D. Appleton & Co., 1924. Pp. xii + 471. Science Remaking the World. Edited by Otis W. Caldwell and Edwin E. Slosson. Garden City, N. Y.: Doubleday, Page & Co., 1923. Pp. xi + 292. A Modern College and a Modern School. By Abraham Plexner. New York: Doubleday, Page & Co., 1923. Pp. xviii + 142. The Honesty Book (fourth edition). By The National Honesty Bureau, W. B. Forbush, Managing Director. New York, 1924. Pp. iv + 59. Price, $0.80. Psychology and Self‐Development. By H. E. Bennett. Boston: Ginn & Co., 1923. Pp. viii + 296. Price, $1.48. Laboratory Chemistry for Girls. By Agnes F. Jaques. New York: D. C. Heath & Co., 1923. Pp. xi + 244. 相似文献
15.
The aim of this article is to shed light on the relationship between higher education and economic development by means of econometric tools designed to evaluate the existence and direction of causality: cointegration and Granger-causality tests. The results show a significant causality from national higher educational effort (proxied by the number of students per capita, i.e. not engaged in productive activities) to economic development for four countries: Sweden (1910–1986), United Kingdom (1919–1987), Japan (1885–1975) and France (1899–1986). However, such a causality link has not been found for Italy (1885–1986) or Australia (1906–1986). This suggests that this relationship is indeed not mechanistic as already pointed out by some social scientists. 相似文献
16.
Raymond C.P. Au David Watkins John Hattie Patricia Alexander 《Educational Research Review》2009,4(2):103-117
This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358–372] has been particularly influential. The purpose of this review is to reformulate this model in the context of academic outcomes and to consider its relevance to learning and achievement. As a means of specifying the variables and paths in the reformulated model of academic learned hopeless, correlates from relevant motivational theories and research, including value-expectancy, self-efficacy, and learning strategies, will be considered. 相似文献
17.
Rosemary Luckin Wilma Clark Katerina Avramides Jade Hunter Martin Oliver 《Interactive Learning Environments》2017,25(1):85-97
In this paper we review the literature on teacher inquiry (TI) to explore the possibility that this process can equip teachers to investigate students’ learning as a step towards the process of formative assessment. We draw a distinction between formative assessment and summative forms of assessment [CRELL. (2009). The transition to computer-based assessment: New approaches to skills assessment and implications for large-scale testing. In F. Scheuermann & J. Björnsson (Eds.), JRC Scientific and technical reports. Ispra: Author; Webb, M. (2010). Beginning teacher education and collaborative formative e-assessment. Assessment & Evaluation in Higher Education, 35, 597–618; EACEA. (2009). National testing of pupils in Europe: Objectives, organisation and use of results. Brussels: Eurydice; OECD. (2010b). Assessing the effects of ICT in education (F. Scheuermann & E. Pedró, Eds.). Paris: JRC, OECD]. Our review of TI is combined with a review of the research concerning the way that practices with technology can support the assessment process. We conclude with a comparison of TI and teacher design research from which we extract the characteristics for a method of TI that can be used to develop technology-enhanced formative assessment: teacher inquiry into student learning. In this review, our primary focus is upon enabling teachers to use technology effectively to inquire about their students’ learning progress. 相似文献
18.
Calvin T. Ryan 《Communication quarterly》2013,61(3):33-34
Johnson, Wendell; Darley, Frederic L.; Spriestenbach, Duane C., Diagnostic Methods in Speech Pathology. Harper and Row, Inc., 49 E. 33rd Street, New York 16, N. Y., 1963, 337 pp., $7.50. Reid, Loren, Speaking Well. Artcraft Press, Columbia, Missouri, 1962. Reid, Loren, First Principles of Public Speaking, 2nd edition, Artcraft Press, Columbia, Missouri, 1962. Larson, Orvin, American Infidel: Robert G. Ingersoll. The Citadel Press, 222 Park Avenue South, New York 3, New York, 1962. Huber, Robert B., Influencing Through Argument. David McKay Company, Inc., 119 West 40th Street, New York 18, New York, 1963, $5.00. Dance, Frank E. X., The Citizen Speaks : Speech Communication for Adults. Wadsworth Publishing Company, Inc., Belmont, California, 1962, text price $3.50, trade price $4.65. Jolliffe, H. R., Tales from the Greek Drama. Chilton Books, a Division of Chilton Company, Chestnut at 56th Streets, Philadelphia 39, Pennsylvania, 1962, $5.00. 相似文献
19.
Recently, creativity has begun to be talked about as a twenty-first-century competency [UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2006. The World Conference on Arts Education: Building Creative Capacities for the 21st Century: Working Document, Lisbon, Portugal, 6–9 March 2006. Lisbon: UNESCO]. Several government-endorsed publications have also stressed the importance of fostering creativity in the classroom [Robinson Report. (1999). Great Britain Department for Education and Employment. Department for Culture, Media and Sport. National Advisory Committee on Creativity and Cultural Education. All Our Futures: Creativity and Culture in Education. London: DfEE; DfES. (2004). Excellence and Enjoyment: A Strategy for Primary School. London: DfES; QCA. (2005). Find It! Promote It! London: QCA]. This study aims to explore opportunities to foster creativity following the new National Curriculum’s introduction (DfE (Department for Education). [2013a. National Curriculum for Art & Design. London: DfE; DfE. 2013b. National Curriculum for History. London: DfE; DfE. 2013c. National Curriculum for Science. London: DfE]). It explores provision and attempts to go beyond this into daily classroom practices by interviewing teachers. Analysis indicates a wide variation in terms of in-school provision. Certain schemes of work may be more successful at fostering creativity and that relying purely on the National Curriculum can hinder opportunities for creativity. Teacher responses indicate that they value creativity but find it hard to accurately describe incidents of creativity being fostered and teaching creatively is often confused for teaching for creativity. Training has been designed to address this, although a pervading emphasis on schools’ performativity will mean creativity is not embedded into daily learning to the extent it can be a twenty-first-century competence unless there is a major policy change. 相似文献
20.
Brian Merrick 《Children‘s Literature in Education》1991,22(1):25-34
Brian Merrick bas made a major contribution to the development of poetry teaching for younger children in the United Kingdom during the 1980s. CLE invited bim to look back over the decade and to select a personal list of favorite collections.ForCLE he has written on Poetry in Performance (issue 35) and Charles Causley (issue 70). The latter article was expanded intoTalking with Charles Causley for the National Association for the Teaching of English (1989). NATE has also published his influentialExploring Poetry: 5–8 (1987) andExploring Poetry: 8–13 (1990). 相似文献