Epistemologies in practice: Making scientific practices meaningful for students     

Leema K. Berland  Christina V. Schwarz  Christina Krist  Lisa Kenyon  Abraham S. Lo  Brian J. Reiser 《科学教学研究杂志》2016,53(7):1082-1112

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Exploring teachers’ stories of writing: a narrative perspective     

Anne Martin  Mirja Tarnanen  Päivi Tynjälä 《Teachers and Teaching》2018,24(6):690-705

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Reading disability and chromosome 6p21.3: evaluation of MOG as a candidate gene     

Smith SD  Kelley PM  Askew JW  Hoover DM  Deffenbacher KE  Gayán J  Brower AM  Olson RK 《Journal of learning disabilities》2001,34(6):512-519

Linkage analysis has localized a gene influencing specific reading disability (dyslexia) to 6p21.3. The myelin oligodendrocyte glycoprotein (MOG) gene, which maps to this region, was selected as a candidate. Myelin oligodendrocyte glycoprotein is a membrane protein, a member of the immunoglobin superfamily, that is found on the outermost lamellae of mature myelin. Although the exact function of this protein is unknown, its presence in the central nervous system and the hypothesized relationship between dyslexia and temporal processing rate as well as a suggested relationship with intelligence made this gene a candidate for dyslexia. Analysis of the coding exons and adjacent splice sites in a subset of 22 children with dyslexia from 10 sibships found a missense mutation in exon 4 in 2 of the sibships. This change from the published sequence also occurred in 86 of 96 random controls, making it considerably less frequent in this small sample of individuals with dyslexia. Subsequent typing of this single nucleotide polymorphism (SNP) in 74 nuclear families in which at least one child had reading disability showed no significant difference in frequency from the controls, however. Sib-pair linkage analysis with these families did not show significant linkage with the SNP nor with a separate polymorphic dinucleotide repeat marker in the MOG gene (MOG31/32), but association analysis identified two alleles of MOG31/32 that were associated with reading disability phenotypes with a low level of significance. Thus, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, it is unlikely that the MOG gene itself is involved.  相似文献   

Design of educational web pages     

José Gómez Galán 《欧洲师范教育杂志》2004,27(1):99-104

The methodological characteristics of teaching in primary and secondary education make it necessary to revise the pedagogical and instructive lines with which to introduce the new Information and Communication Technologies into the school context. The construction of web pages that can be used to improve student learning is, therefore, fundamental for teachers. Their creation must be proposed, above all, from the basis of the constructivist paradigm of learning as opposed to the current behaviourist designs. General lines are established which must be convenient for the construction of web pages for these educational levels.

Les caractéristiques méthodologiques de l'enseignement à l'éducation primaire et secondaire obligent à réviser les lignes pédagogiques et instructives avec lesquelles introduire les nouvelles Technologies de l'Information et la Communication à les contextes scolaires. La construction de pages Web qui peuvent être utilisées pour améliorer l'apprentissage des élèves est, par conséquent, fondamentale pour les professeurs. Leur création doit être proposée, au‐dessus de tout, à partir de la base du paradigme constructiviste de l'apprentissage par opposition aux dessins béhavioristes courants. On établit des lignes générales qui peuvent être adéquats pour la construction de pages Web à ces niveaux pédagogiques.

Las características metodológicas de la enseñanza en educación primaria y secundaria hacen que sea necesario replantear las líneas pedagógicas e instructivas con las que introducir las nuevas Tecnologías de Información y la Comunicación en los contextos escolares. En este sentido resulta fundamental para el docente la construcción de páginas Web que puedan ser utilizadas para mejorar el aprendizaje de los alumnos. Particularmente se debe proponer su creación, ante todo, desde las bases del paradigma constructivista del aprendizaje, frente a los diseños conductistas actuales. Se establecen en esta investigación las líneas generales que deben ser convenientes para la construcción de páginas Web para estos niveles educativos.

Die methodologischen Merkmale, in Primärer und Sekundärer Ausbildung zu unterrichten, machen es notwendig, die pädagogischen und instruktiven Linien zu revidieren, mit dem die neuen Informations—und Kommunikationstechnologien in den Schulkontext einzuführen. Die Kreation von Webseiten, die benutzt werden können, um den Schülern das Lernen zu erleichtern, ist deshalb wesentlich für Lehrer. Ihre Schaffung muß vor allem von der Basis des constructivist‐Paradigmas des Lernens im Gegensatz zu den aktuellen behaviourist‐Designs vorgeschlagen werden. In dieser Untersuchung werden allgemeine Linien begründet, die für die Konstruktion der Webseiten für diese pädagogischen Niveaus günstig sein müssen.  相似文献   

“Greater Than the Sum of the Parts?” Examining the Soundness of Collaborative Exams in Teacher Education Courses   总被引：1，自引：0，他引：1  

John V. Shindler 《Innovative Higher Education》2004,28(4):273-283

Promoting collaboration skills and dispositions is widely encouraged currently in the field of teacher preparation. However, very few university classrooms incorporate collaboration into their assessment practices. One factor may be the perceived potential lack of soundness of such methodologies. This study is a qualitative examination of the soundness of collaborative essay exams conducted at 2 large teacher-credentialing institutions. The construct of soundness was defined within a four-dimensional framework consisting of validity, reliability, efficiency, and effect on the learner. The results of the study suggest that the collaborative assessment conditions compared favorably on all 4 dimensions of soundness. Participants felt that the collaborative exams were essentially as fair and more valid than individual exams inasmuch as they provided a context that was more closely aligned with actual effective teaching practice. Moreover, participants reporting being more motivated to study, thinking more critically and learning more in the process.  相似文献   

Child maltreatment: social representation of the general population and the professionals working with children in the Caribbean area of Colombia     

Simarra J  de Paúl J  San Juan C 《Child abuse & neglect》2002,26(8):815-831

OBJECTIVE: The main objective was to know social representations about child maltreatment (severity, etiology, and intervention strategies) of the general population and the professionals working with children in the Caribbean area of Colombia. METHOD: Sample was composed for 402 participants. From this pool of participants, 111 of them were working in child protection, 95 worked with children but not in the child protection system and 196 pertained to the general population. All participants answered to a questionnaire composed by 86 items. The questionnaire was developed to assess (1) the perceived severity of different typologies of child abuse, (2) opinions about risk factors for child maltreatment and sexual abuse, and (3) opinions about the most adequate ways of intervention with perpetrator of child abuse. RESULTS: Sexual abuse is considered as the most severe typology of child maltreatment and emotional abuse is considered as more severe than physical abuse. No differences between groups were found in perceived severity of typologies of child maltreatment. Differences in the social representation about the etiology of child maltreatment were found. Professionals working in the child protection system give more value to characteristics of parents and to the socio-economic and familiar environment in the etiology of child maltreatment than participants from the general population. Prevention and treatment programs for abusers were considered as the more relevant strategies against child maltreatment. DISCUSSION: Findings of present study suggest that social representations about child maltreatment of general population and professionals from the Caribbean area of Colombia are similar than social representation observed in other regions and countries. It is important to take into account that child labor and child poverty were considered as non-severe typologies of child maltreatment. Moreover, findings suggest that people from general population in the Caribbean area of Colombia have a relevant knowledge about agencies working for child protection.  相似文献   

The introduction of text conventions and its impact on teaching literacy     

Yolanda V. Post 《Journal of Research in Reading》2004,27(1):99-109

The introduction of text conventions, such as word separation, the separation of letter and background and the lower‐case letter are appraised with respect to their contribution to literacy instruction. The change in the visual appearance of the graphic word over time led to the assignment of secondary status to spelling and low appreciation of the role of phonology, due to the disappearance of audible speech in skilled reading. Since the two major literacy programmes, whole language and phonics, are based on two different stages of reading, both programmes complement each other. Whole language represents the skilled stage of reading, given its reliance on the graphic word, whereas phonics represents the unskilled stage, owing to its emphasis on the intermediatory role of phonological processing in word recognition. Neither literacy programme offers instruction in the integration of letters in a verbally recoded form with the explicit goal of the creation of word gestalts in the course of literacy acquisition.  相似文献   

Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology     

Fuertes-Prieto  Miguel Ángel  Andrés-Sánchez  Santiago  Corrochano-Fernández  Diego  Urones-Jambrina  Carmen  Delgado-Martín  Mª Laura  Herrero-Teijón  Pablo  Ruiz  Camilo 《Science & Education》2020,29(5):1235-1254

Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,...  相似文献   

Worker judgements of seriousness about and reporting of suspected child maltreatment.     

V Ashton 《Child abuse & neglect》1999,23(6):539-548

OBJECTIVE: This study examined the relationship between judgements about the seriousness of incidents of suspected maltreatment and the reporting of those incidents. METHOD: Eighty-six graduate social work students were given 12 vignettes depicting problematic parental behaviors. Students were asked to rate each vignette according to how serious they perceived the parental behavior to be with "1" being "not serious" and "7" being "very serious." Students were also asked to indicate whether or not they would report the incident to child protective services. Data were analyzed by case and by individual. RESULTS: All 12 vignettes were serious with mean incident ratings ranging from a low of 6.0 to a high of 6.9. However, not all incidents were reported with similar frequency. Only incidents that were collectively very serious were reported by nearly all respondents (Spearman rank order correlation coefficient = .94). Among worker characteristics, the worker's judgement of seriousness was the only predictor of reporting. CONCLUSION: The results suggest that beginning human service workers are unsure of their legal responsibility to report suspected maltreatment. The results also point to a need for closer collaboration between mandated reporters and child protective services.  相似文献   

School Principal as Pedagogical Leader     

Matti Erätuulj  Jarkko Leino 《欧洲师范教育杂志》1996,19(1):83-91

The position and duties of a school principal should be rapidly changing along with the changes in the policy of school development. School‐based curriculum and staff development are the main components of the present policy. If an individual school is the basic unit of development then the role of the principal is crucial in leading pedagogical activities within the unit. This study, carried out in Finland, attempts to consider how principals see their work now. The results show that the principals’ still see their most important tasks in organisation (resource provider) and in maintaining a good climate in school.  相似文献