What recent research on diagrams suggests about learning with rather than learning from visual representations in science     

Christine D. Tippett 《International Journal of Science Education》2016,38(5):725-746

The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000–2014, were located through searches of journal databases and books. Open coding of the studies identified 13 themes, 6 of which were identified in at least 10% of the studies: eliciting mental models, classroom-based research, multimedia principles, teaching and learning strategies, representational competence, and student agency. A shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge. The themes and topics in recent research highlight areas of active interest and reveal gaps that may prove fruitful for further research, including classroom-based studies, the role of prior knowledge, and the use of eye-tracking. The results of the research included in this thematic review of the 2000–2014 literature suggest that both interpreting and constructing representations can lead to better understanding of science concepts.  相似文献   

Motivational and academic effects of cultural experiences for indigenous minority students in New Zealand     

Christine M. Rubie  Michael A.R. Townsend  Dennis W. Moore 《教育心理学》2004,24(2):143-160

Children aged seven to 10 from the indigenous Maori minority group in New Zealand participated in a year-long cultural intervention designed to increase self-esteem and locus of control. The intervention incorporated good teaching practices linked to self-esteem and locus of control with principles of culturally relevant teaching. Compared to matched children who did not participate in the intervention, the focus children had significantly more positive self-esteem and locus of control after the intervention than before. Parallel changes were apparent in a measure of scholastic aptitude, but not on measures of reading, mathematics, and listening achievement. The results are discussed in terms of the importance and effectiveness of using theoretically informed teaching practices in a culturally relevant way in low income, mainstream school settings.  相似文献   

Breaking Down the Coercive Cycle: How Parent and Child Risk Factors Influence Real-Time Variability in Parental Responses to Child Misbehavior     

Erika Lunkenheimer  Anna Lichtwarck-Aschoff  Tom Hollenstein  Christine J. Kemp  Isabela Granic 《Parenting, science and practice》2016,16(4):237-256

Objective. Parent–child coercive cycles have been associated with both rigidity and inconsistency in parenting behavior. To explain these mixed findings, we examined real-time variability in maternal responses to children’s off-task behavior to determine whether this common trigger of the coercive cycle (responding to child misbehavior) is associated with rigidity or inconsistency in parenting. We also examined the effects of risk factors for coercion (maternal hostility, maternal depressive symptoms, child externalizing problems, and dyadic negativity) on patterns of parenting. Design. Mother–child dyads (N = 96; M child age = 41 months) completed a difficult puzzle task, and observations were coded continuously for parent (e.g., directive, teaching) and child behavior (e.g., on-task, off-task). Results. Multilevel continuous-time survival analyses revealed that parenting behavior is less variable when children are off-task. However, when risk factors are higher, a different profile emerges. Combined maternal and child risk is associated with markedly lower variability in parenting behavior overall (i.e., rigidity) paired with shifts toward higher variability specifically when children are off-task (i.e., inconsistency). Dyadic negativity (i.e., episodes when children are off-task and parents engage in negative behavior) are also associated with higher parenting variability. Conclusions. Risk factors confer rigidity in parenting overall, but in moments when higher-risk parents must respond to child misbehavior, their parenting becomes more variable, suggesting inconsistency and ineffectiveness. This context-dependent shift in parenting behavior may help explain prior mixed findings and offer new directions for family interventions designed to reduce coercive processes.  相似文献   

KEY INFORMANTS' PERSPECTIVES ON TEACHER LEARNING IN SCOTLAND   总被引：1，自引：0，他引：1  

Aileen  Kennedy  Donald  Christie  Christine  Fraser  Lesley  Reid  Stephen  McKinney  Mary  Welsh  Alastair  Wilson  Morwenna  Griffiths 《British Journal of Educational Studies》2008,56(4):400-419

ABSTRACT:   This article outlines the policy context for teachers' learning and continuing professional development in Scotland and considers this in relation to the perspectives of key informants gained through interview. The analysis draws on a triple-lens conceptual framework and points to some interesting contradictions between the policy text and the expressed aspirations of the interviewees. Current policy and the associated structural arrangements are viewed as broadly positive, but interviewees express concerns that an unintended emphasis on contractual arrangements might inhibit the more transformative elements of professional learning.  相似文献   

The organizational impact of university labor unions     

Christine M. Wickens 《Higher Education》2008,56(5):545-564

The current review presents both postulated and empirically tested consequences of university unionization and labor strikes on the North American institution’s administration, faculty, and students. The review explores the impact of collective bargaining on employee working conditions including job security, academic freedom, university governance, and due process. More importantly, this review examines the much neglected issue of organizational work relationships in a unionized academic environment. The relationships discussed include those between faculty members, between the faculty and administration, between the faculty and the university as an institution, and between the faculty and their union. The threat of unionization and labor strikes to the professor–student or mentor–mentee relationship has been a central concern of those opposed to graduate student unions, and this issue is also addressed here. The text concludes with the identification of potential areas for future research.  相似文献   

Conclusions     

Ana Benavente  Christine Panchaud 《Prospects》2008,38(2):263-271

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Challenges to university autonomy in initial teacher education programmes: The cases of England,Manitoba and British Columbia     

Jon Young  Christine Hall  Tony Clarke 《Teaching and Teacher Education》2007

Since the middle of the twentieth century in England and Canada responsibility for the design and delivery of pre-service teacher programmes has been located primarily in universities and their Faculties/Schools of Education. Operating within a tradition of university autonomy, the governance of these programmes is nonetheless constrained by the accreditation and certification requirements of the state and the profession and the pragmatic demands of teachers’ work. Over the last two decades, a variety of provisions have been made to regulate the pre-service preparation of teachers in both countries that have afforded quite different roles and authority to the state, the university, and the teaching profession. It is the interplay of these pressures on the governance of initial teacher preparation in three different jurisdictions—England, Manitoba and British Columbia—and the characterisation of teacher preparation associated with each, that is the focus of this article.  相似文献   

Getting Started in Academia: A Guide for Educational Psychologists   总被引：1，自引：1，他引：0  

Christine B. McCormick  Benita J. Barnes 《Educational Psychology Review》2008,20(1):5-18

We identify the major tasks facing pre-tenure faculty members and outline advice, based on a review of the literature and our experiences, for succeeding in academia. The challenges encountered by new faculty include learning the culture of the new academic institution, understanding the processes and policies for academic performance review, establishing meaningful and constructive mentoring relationships, creating a sustainable research agenda as well as fostering the writing attitudes and strategies that promote turning research projects into publications. Also included are recommendations for developing expertise in teaching, cultivating healthy and productive relationships with advisees, and fulfilling service responsibilities. Finally, we suggest strategies for balancing the multiple, and sometimes competing, demands and expectations.  相似文献   

A Review of: “The Government Machine: A Revolutionary History of the Computer”     

Christine Bellamy 《The Information Society》2005,21(5):387-388

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Strategic alignment of participant motivations in e-government collaborations: The Internet Payment Platform pilot     

Jane Fedorowicz  Ulric J. Gelinas Jr.  Janis L. Gogan  Christine B. Williams 《Government Information Quarterly》2009

Large-scale information technology implementations are risky projects, and the challenges and risks multiply when multiple organizations are involved, as is often the case in e-government initiatives. Some of the risk can be addressed by carefully aligning the partners' motivations, which are affected by each organization's internal and external operational and information technology strategies. In this paper, we propose a strategic alignment framework and use it to examine the motivations of a set of collaborating government agencies and businesses in the pilot implementation of the Internet Payment Platform, an interorganizational, third-party hosted, e-procurement system. As we predict, the partners in this study had varied technical, political, economic, and operational motivations for participating in the project. Even so, the participating agencies reported positive outcomes from the project, and look forward to further collaboration on the next iteration of this e-procurement system.  相似文献