Precursor model and preschool science learning about shadows formation     

Alice Delserieys  Corinne Jégou  Jean-Marie Boilevin  Konstantinos Ravanis 《Research in Science & Technological Education》2018,36(2):147-164

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School Counseling Internship: An Examination     

Corinne O'Brien  Ralph E. Bailey Obrien  Paul W. Fitzgerald 《Counselor Education & Supervision》1966,6(1):44-49

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Children missing from school systems: exploring divergent patterns of disengagement in the narrative accounts of parents,carers, children and young people     

Karen Broadhurst  Helen Paton  Corinne May‐Chahal 《British Journal of Sociology of Education》2005,26(1):105-119

The aim of this study was to identify and re‐present the experiences and views of a sample of children who have been ‘missing’ from education, and those of their parents/carers. Access to this hard to reach population has been possible as a result of an innovative interventionist tracking system, responding to pupil mobility, developed by the Education Authority in the fieldwork area. Semistructured interviews were conducted with parents/carers, children and young people with the aim of obtaining a demographic profile of families and eliciting a chronology of factors that participants saw as contributing to a child going missing from school systems. Three distinct life‐course groups emerged from participants' accounts illustrating different degrees of disengagement from external systems. The authors conclude with a discussion of the different challenges each life‐course group presents, for education policy and practice.  相似文献   

Mexican-American and Anglo-American Children's Responsiveness to a Theory-Centered AIDS Education Program     

Carol Sigelman  Eileen Derenowski  Teresa Woods  Takayo Mukai  Corinne Alfeld-Liro  Olga Durazo  Amy Maddock 《Child development》1996,67(2):253-266

Third, fifth, and seventh graders, most of them Mexican-American, were exposed to an empirically based and culturally sensitive AIDS curriculum designed to replace their intuitive theories with a coherent, scientific account of the causal processes that lead from risk behavior to AIDS symptomatology. Compared to students in control classes, experimental students knew more about AIDS risk factors and AIDS generally, displayed more conceptual understanding of the causes of AIDS and flu, and were more willing to interact with people who have AIDS (although not less worried about AIDS) at posttest and typically at follow-up 10–11 months later. The findings point to the potential value of adopting an intuitive theories approach in assessing and modifying children's concepts of health and illness and suggest, contrary to Piagetian formulations, that even relatively young children can, with appropriate instruction, grasp scientific theories of disease.  相似文献   

Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building     

William R. Penuel  Andrew E. Krumm  Carol Pazera  Corinne Singleton  Anna-Ruth Allen  Clarissa Deverel-Rico 《科学教学研究杂志》2024,61(1):228-252

Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to classroom knowledge building in science across a wide range of classrooms. We examine the claim that when students feel a sense of belonging in class, they contribute more and perceive their ideas to be more influential in knowledge building. Data comes from classroom exit tickets (n = 10,194) administered in 146 classrooms as part of a 10-state field test of a new middle-school science curriculum, OpenSciEd, which were analyzed using mixed effects models. We found that students' sense of belonging predicted the degree to which they contributed ideas out loud in class (Odds ratio = 1.57) as well as the degree to which they perceived their contributions as influencing others (Odds ratio = 1.53). These relationships were particularly strong for students who reported a lower a sense of belonging. We also found significant differences by both race and gender in whether students said they contributed and believed their ideas influenced those of others. These findings suggest that a learner's sense of belonging in class and willingness to contribute may be mutually reinforcing, highlighting the need to promote content-specific strategies to foster belonging in ways that support collaborative knowledge building.  相似文献   

The empowerment of women dairy farmers in India     

Corinne L. Shefner‐Rogers  Nagesh Rao  Everett M. Rogers  Arun Wayangankar 《Journal of Applied Communication Research》2013,41(3):319-337

This study explores the role of communication in the empowerment process of female dairy farmers in India, through a program that particularly draws on the theoretical perspectives of Paulo Freire and Saul Alinsky regarding empowerment. Female dairy fanners who participated in this communication program were more empowered than female dairy farmers who did not participate.  相似文献   

The impact of the MARS curriculum on students' ability to coordinate theory and evidence     

Corinne Zimmerman  Kalyani Raghavan  Mary Sartoris 《International Journal of Science Education》2013,35(10):1247-1271

The Model-Assisted Reasoning in Science (MARS) project seeks to promote model-centered instruction as a means of improving middle-school science education. As part of the evaluation of the sixth-grade curriculum, performance of MARS and non-MARS students was compared on a curriculum-neutral task. Fourteen students participated in structured interviews in which they experimented with a balance apparatus that provided three manipulable variables (two affected balance, one was a non-causal distractor variable). Although both groups were equally able to identify and test variables, all MARS students discovered a quantitative rule to describe the operation of the balance, whereas only one non-MARS student did so. MARS students discovered this numerical relationship through experimentation, regardless of their scientific reasoning profile (i.e. theory-generating, theory-modifying, or theory-preserving). The critical components of MARS instruction that may foster the ability to flexibly coordinate theory and evidence include multiple opportunities to draw conclusions from data and an emphasis on the successive refinement of models.  相似文献   

The role of perspective taking in how children connect reference frames when explaining astronomical phenomena     

Julia D. Plummer  Corinne A. Bower  Lynn S. Liben 《International Journal of Science Education》2016,38(3):345-365

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Treating children with early-onset conduct problems and callous–unemotional traits: an empirical evaluation of KooLKIDS     

Stephen Houghton  Annemaree Carroll  Corinne Zadow  Emma Sanders O’connor  John Hattie  Sasha Lynn 《Emotional and Behavioural Difficulties》2017,22(4):350-364

Children with early-onset conduct problems (EOCP) and callous–unemotional (CU) traits are highly resistant to treatment and cost society significantly more than their healthy counterparts. Employing a multiple baseline design, 13 males (9.0–10.2 years of age) with a history of school suspensions were sequentially introduced to KooLKIDS, a school-based interactive multimedia intervention for young children with EOCP and CU. Teacher and child self-report data revealed significant reductions for the group in proactive and reactive aggression, and antisocial traits. Significant changes in the desired direction were also found on measures of emotion regulation. When the data were analyzed for each individual child, however, the magnitude of any effects for behaviour change varied greatly. KooLKIDS offers potential for treating children with EOCP and CU and hence preventing progression towards more serious antisocial behaviour.  相似文献   

Using performance methods to enhance students' reading fluency     

Chase Young  Corinne Valadez  Cori Gandara 《The Journal of educational research》2016,109(6):624-630

The quasi-experimental study examined the effects of pairing Rock and Read with Readers Theater and only Rock and Read on second grade students' reading fluency scores. The 51 subjects were pre- and post-tested on five different reading fluency measures. A series of 3 × 2 repeated measures ANOVAs revealed statistically significant interaction effects on three of the five outcome measures: expression and volume, phrasing, and pace. The analysis of simple effects showed large mean difference effect sizes in both treatments.  相似文献