Causal Attribution Profiles as a Function of Reading Skills,Hyperactivity, and Inattention     

Kimberley C. Tsujimoto  Richard Boada  Stephanie Gottwald  Dina Hill  Lisa A. Jacobson  Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272

ABSTRACT

The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement.  相似文献   

From preschool teachers’ professional development to children’s knowledge: comparing sets     

Dina?Tirosh  Pessia?Tsamir  Esther?LevensonEmail author  Michal?Tabach 《Journal of Mathematics Teacher Education》2011,14(2):113-131

Recently, there have been increased calls for enhancing preschool children’s mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program included assessing the children’s knowledge. Results indicated that students of participating teachers learned to be more flexible and to give more possible answers than students of non-participating teachers.  相似文献   

Windows to early childhood mathematics teacher education     

Pessia?Tsamir  Dina?Tirosh  Esther?LevensonEmail author 《Journal of Mathematics Teacher Education》2011,14(2):89-92

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Developing preschool teachers’ knowledge of students’ number conceptions     

Pessia Tsamir  Dina Tirosh  Esther Levenson  Michal Tabach  Ruthi Barkai 《Journal of Mathematics Teacher Education》2014,17(1):61-83

This article describes a study that investigates preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results indicated that teachers’ knowledge of students’ number conceptions improved and that their related self-efficacy increased. Furthermore, prior to participating in the programs, a significant negative correlation between knowledge and self-efficacy was reported. However, no significant correlation was found after the program.  相似文献   

Clinical Trial Registration in Physiotherapy Journals: Recommendations from the International Society of Physiotherapy Journal Editors     

O P Costa Leonardo  Christine Chung-Wei Lin  Debora Grossi Bevilaqua  Marisa Cota Mancini  Anne K Swisher  Chad Cook  Dan Vaughn  Mark R Elkins  Umer Sheikh  Ann Moore  Gwendolen Jull  Rebecca L Craik  Christopher G Maher  Rinaldo Roberto de Jesus Guirro  Amélia Pasqual Marques  Michele Harms  Dina Brooks  Guy G Simoneau  John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6

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Alone in Berlin? Israeli media and the German resistance to Nazism     

Noam Tirosh 《The Communication Review》2016,19(2):83-105

The commercially successful Hebrew translation of Alone in Berlin (Fallada, 2010) stirred a conversation regarding the German resistance to Nazism, until then a rarely discussed phenomenon in Israel. The analysis of media items dealing with the book revealed that different memory frameworks shaped the discussion about it. Thus, this study contributes to contemporary discussion about the role of “old” and “new” media in the reconstruction of society’s memory.  相似文献   

Are Intuitive Rules Universal?     

Ruth Stavy  Reuven Babai  Pessia Tsamir  Dina Tirosh  Fou-Lai Lin  Campbell McRobbie 《International Journal of Science and Mathematics Education》2006,4(3):417-436

This paper presents a cross-cultural study on the intuitive rules theory. The study was conducted in Australia (with aboriginal children) in Taiwan and in Israel. Our findings indicate that Taiwanese and Australian Aboriginal students, much like Israeli ones, provided incorrect responses, most of which were in line with the intuitive rules. Also, developmental trends were found to be similar yet differences were found with regard to the rate of developmental change.  相似文献   

Attitudes towards corporal punishment and reporting of abuse     

Tirosh E  Offer Shechter S  Cohen A  Jaffe M 《Child abuse & neglect》2003,27(8):929-937

OBJECTIVES: To assess physicians' attitudes towards corporal punishment in childhood and their subsequent actions regarding the reporting of child abuse. PARTICIPANTS: 107 physicians (95 pediatricians and 12 family practitioners) who work in hospitals and community clinics in northern Israel were interviewed. Of the participants, 16% were new immigrants. PROCEDURE: A structured interview was conducted by one of two pediatric residents. RESULTS: Attitudes towards corporal punishment were not influenced by the physicians' sex or specialty. Corporal punishment was approved by 58% of the physicians. A significant difference in attitudes towards corporal punishment between immigrants and Israeli born physicians was found (p=.004). Family practitioners and especially senior ones were found significantly less tolerant towards corporal punishment than pediatricians (p=.04). While reporting behavior was not found to be associated with parental status and the past experience of the physicians with child abuse, a significant effect of attitudes towards corporal punishment on reporting behavior was found (p=.01). CONCLUSIONS: (1) Corporal punishment is still perceived as an acceptable disciplinary act by a significant proportion of physicians responsible for the health care of children in our area. (2) Attitudes towards corporal punishment are different between immigrants and native born Israeli trained doctors and, unexpectedly, pediatricians were more tolerant of corporal punishment than family practitioners.  相似文献   

论我国课堂教学质量评价观的重要转换   总被引：17，自引：0，他引：17  

Pei Dina  professor  tutor of doctoral candidates at the College of Education  Beijing Normal University 《教育研究》2008,(1)

面临学校教育的现代发展以及国家新课程改革的要求,当前主流课堂教学评价标准越来越暴露出问题和不足。我国目前的课堂教学质量评价研究正面临着研究主题、评估功能、研究范型三个方面的重要转换。重建课堂教学评价标准,必须界定课堂教学科学化研究的论域,确立体现现代教学观的课堂教学评价标准所应坚持的基本命题,并有利于教师教学经验的概括提升和教学行为的改善。  相似文献   

Connecting Baum and Gilman: Matilda Gage and Her Influence on Oz and Herland          下载免费PDF全文

Dina Schiff Massachi 《Journal of American culture (Malden, Mass. : 2003)》2018,41(2):203-214

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