Representation of morality in children: A qualitative approach     

Alexandra Maftei  Andrei Holman 《Journal of moral education》2020,49(2):194-208

ABSTRACT

Previous research on children’s moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously associate with the notion of morality, in line with Turiel’s Domain Theory; 2) to investigate children’s conceptions of moral and social-conventional rules and 3) to assess the gender differences in the use of care and justice reasoning, in line with Gilligan’s assertion that females are care-oriented and that males consistently use the justice orientation and infrequently use the care orientation. Ninety-two children (57% boys, mean age was 8.19 years) were required to describe morality in behavioral terms without being guided by specific indications from the researchers. Our results reflected a tendency towards morality perceived through behaviors directed towards others, namely through altruism, and also the domination of moral norms as compared to social ones, partially confirming Gilligan’s theory concerning gender specificities regarding moral reasoning in the questions of care and justice.  相似文献   

Calibration in multiple text use     

Wang  Ying  List  Alexandra 《Metacognition and Learning》2019,14(2):131-166

Metacognition and Learning - The literature on calibration suggests that students consider a multitude of factors when they self-evaluate task performance. Nevertheless, few studies have focused on...  相似文献   

Conceptual Blending Monitoring Students’ Use of Metaphorical Concepts to Further the Learning of Science     

Fredriksson  Alexandra  Pelger  Susanne 《Research in Science Education》2020,50(3):917-940

Research in Science Education - The aim of this study is to explore how tertiary science students’ use of metaphors in their popular science article writing may influence their understanding...  相似文献   

Analyzing and Integrating Models of Multiple Text Comprehension     

Alexandra List  Patricia A. Alexander 《教育心理学家》2017,52(3):143-147

We introduce a special issue featuring four theoretical models of multiple text comprehension. We present a central framework for conceptualizing the four models in this special issue. Specifically, we chart the models according to how they consider learner, texts, task, and context factors in explaining multiple text comprehension. In addition, the models are contrasted along three dimensions capturing different orientations toward multiple text comprehension. Models in the special issue are described as more behaviorally or cognitively focused, as conceptualizing multiple text comprehension as an internally driven or an externally triggered process, and as directly responsive to or indirectly influenced by task. The importance and relevance of this special issue for research on multiple text comprehension are discussed.  相似文献   

Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts     

Alexandra Gottardo  Penny Chiappe  Bernice Yan  Linda Siegel  Yan Gu 《教育心理学》2006,26(3):367-393

The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment.  相似文献   

English phonological specificity predicts early French reading difficulty in emerging bilingual children     

Klaudia Krenca  Alexandra Gottardo  Esther Geva  Xi Chen 《Annals of dyslexia》2020,70(1):27-42

The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)–French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., “foal” and “sole”) and French (e.g., bac “bin” and bague “ring”) word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children’s French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children’s reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language.  相似文献   

A present absence: undergraduate course outlines and the development of student creativity across disciplines     

Elizabeth Marquis  Kaila Radan  Alexandra Liu 《Teaching in Higher Education》2017,22(2):222-238

While recent scholarship has suggested that colleges and universities have an obligation to help cultivate students’ creativity, existing evidence suggests that this priority is infrequently and imperfectly realized in practice. In order to further examine the potential prevalence of this gap, the present study conducted a qualitative analysis of all publicly available undergraduate course outlines from one Canadian university for the 2013–2014 academic year. Using a modified version of an existing analytical tool, we scrutinized syllabi from across academic disciplines for explicit and implicit references to student creativity, understanding these texts as significant locations at which meanings about teaching and learning are enacted. Based on this analysis, we argue that creativity occupies a relatively circumscribed position in many ways – particularly in the Science, Technology, Engineering, and Mathematics disciplines, but may nonetheless be fostered through the deployment of relevant activities. Implications for the development of student creativity are considered.  相似文献   

Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) in Cyprus     

Maria Nicolaidou  Yiasemina Karagiorgi  Alexandra Petridou 《International Journal of Leadership in Education》2018,21(4):412-426

This article focuses on the implementation of the Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) project in Cyprus. The project aimed to provide valid and reliable feedback to school leaders and support them to interpret this into meaningful practice. A three-step-process, involving a self-assessment inventory and individualized feedback reports, workshops, and coaching sessions was employed. Results suggest that feedback and coaching can be effective learning strategies in school leaders’ professional development programmes. Findings are discussed in light of the potential of these two strategies for future developments of such programmes within the particular setting.  相似文献   

Supporting students with impairments in higher education: social inclusion or cold comfort?     

Lise Bird Claiborne  Sue Cornforth  Ava Gibson  Alexandra Smith 《International Journal of Inclusive Education》2013,17(5):513-527

This paper uses a discursive analysis to examine the experience of ‘inclusion’ from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non‐SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non‐SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers’ own assumptions, with unexpected implications for practice.  相似文献   

Supporting inclusion in early childhood settings: some possibilities and problems for teacher education     

Kerry Purdue  Diane Gordon‐Burns  Alexandra Gunn  Barbara Madden  Nicola Surtees 《International Journal of Inclusive Education》2013,17(8):805-815

Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education.  相似文献