Colloquium     

Alan Pritchard 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(3):233-236

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Transforming what they read: helping eleven‐year‐olds engage with Internet information     

Alan Pritchard  Victoria Cartwright 《Literacy》2004,38(1):26-31

This article explores an issue of great current concern: how do we help primary aged children to engage with, and to benefit from, information from the Internet? The notion of ‘engagement’ is considered in the context of constructivist learning theory. A short case study based on a small‐scale research project in a primary school classroom in England is presented in order to illustrate the difficulties that arise when children undertake information handling work involving access to vast amounts of information. The end products from two groups of children are found to be far from what might have been expected from children of their ability, background and experience. Engagement with the ideas contained in non‐fiction texts is isolated as a crucial factor. Approaches, including the EXIT model, are presented and considered as ways in which engagement might be encouraged.  相似文献   

Impact of a Temporary Food Shortage on Children and Their Mothers     

Mary Alice McDonald  Marian Sigman  Michael P. Espinosa  Charlotte G. Neumann 《Child development》1994,65(2):404-415

Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities.  相似文献   

Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?     

Charlotte S. Lang  Gwetheldene Holzmann  Hallett Hullinger  Mary Lou Miller  Timothy D. Norton 《Christian Higher Education》2019,18(3):177-187

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.  相似文献   

Using Genograms as a Tool for Insight in College Counseling     

Charlotte Daughhetee 《Journal of College Counseling》2001,4(1):73-76

The use of a genogram in counseling can provide a visual cool that stimulates insight and awareness in clients. College counseling clients struggle with many developmental, relationship, and systemic issues. Genograms, which have been proven beneficial in other settings, may also facilitate college counseling.  相似文献   

Associative structure of second-order conditioning in humans     

Paul Craddock  Jessica S. Wasserman  Cody W. Polack  Thierry Kosinski  Charlotte Renaux  Ralph R. Miller 《Learning & behavior》2018,46(2):171-181

Second-order conditioning (SOC; i.e., conditioned responding to S2 as a result of S1–US pairings followed by S2–S1 pairings) is generally explained by either a direct S2→US association or by an associative chain (i.e., S2→S1→US). Previous research found that differences in responses to S2 after S1 was extinguished often depended on the nature of the S2–S1 pairings (i.e., sequential or simultaneous). In two experiments with human participants, we examined the possibility that such differences result from S1 evoking S2 during extinction of S1 following simultaneous but not sequential S2–S1 pairings. This evocation of S2 by S1 following simultaneous pairings may have paired the evoked representation of S2 with absence of the outcome, thereby facilitating mediated extinction of S2. Using sequential S2-S1 pairings, both Experiments 1 and 2 failed to support this account of how extinction of S1 reduced responding to S2. Experiment 1 found that extinguishing S1 reduced responding to S2, while extinguishing S2 had little effect on responses to S1, although forward evocation of S1 during extinction of S2 paired the evoked representation of S1 with absence of the outcome. In Experiment 2, evocation of S2 during S1 nonreinforced trials was prevented because S2–S1 pairings followed (rather than proceeded) S1-alone exposures. Nevertheless, responding to S2 at test mimicked S1 responding. Responding to S2 was high in the context in which S1 had been reinforced and low in the context in which S1 had been nonreinforced. Collectively, these experiments provide additional support for the associative-chain account of SOC.  相似文献   

Literature Circles: Reducing Reading Stress     

Charlotte Hendrick Keefe 《Literacy》1996,30(3):29-32

The concept of literature circles is now familiar in American and Australian literature about reading, but it does not as yet have great currency in this country. This article by Charlotte Keefe may do much to change this as it very lucidly explains the benefits of and teaching strategies underlying the use of literature circles. As Charlotte points out, they may do much to alleviate those of children's problems with reading which stem from not seeing the point and deriving little pleasure from the experience.  相似文献   

Educational Theory and Social Change     

Malcolm Pritchard 《Cambridge Journal of Education》1988,18(1):99-109

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Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements   总被引：1，自引：0，他引：1  

Gail R. Luera  Charlotte A. Otto 《Journal of Science Teacher Education》2005,16(3):241-258

The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.  相似文献   

Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens     

Jen Slater  Charlotte Jones  Lisa Procter 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):412-423

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