Perceived parental stress in face of kindergarten children’s academic setback: roles of parents’ goals and education     

Tang  Elaine  Cheng  Rebecca Wing-yi  Fung  Wing-kai 《European Journal of Psychology of Education - EJPE》2021,36(2):439-451

European Journal of Psychology of Education - Previous research studies have demonstrated the link between parents’ education and parental stress level. However, these studies have not taken...  相似文献   

Conceptions of Teaching Art Held by Secondary School Art Teachers     

Bick Har Lam  David Kember 《The International Journal of Art & Design Education》2004,23(3):290-301

Research into teachers' conceptions of teaching can be justified in that deep seated beliefs impact upon the way teachers teach and influence the learning approaches of their students. This study examined conceptions of teaching art, through interviews with 18 secondary school art teachers in Hong Kong. The analysis resulted in a two‐level characterisation of conceptions under broad essentialist and contextualist orientations. There were four subordinate conception categories, namely moral development in art and aesthetic development in art under the essentialist orientation, and intellectual development through art, and expression and therapy through art as sub‐categories of the contextualist orientation. The categories were defined and delimited by six dimensions. The categories were seen as clearly distinguishable but related, though not hierarchically. There was no evidence of the category scheme being culturally specific, as the majority of the teachers held beliefs which were not consistent with the traditional manner of Chinese painting.  相似文献   

Reviewers     

Kathryn R. Ross  Lyn Batzer  Elaine Bennington 《Higher Education》2004,48(1):151-152

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Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus     

Elaine Rumsey Wagner  Susan Marla Orme  Heidi Jean Turner  David Yopp 《PRIMUS》2017,27(2):212-234

Abstract

Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article presents three student case studies. These case studies are representative of our findings and serve to summarize the activities we found useful. They also serve as examples of various student experiences during the teaching experiment. One student expressed a continued negative view to using example generation. Two increased in skills and experience and expressed positive changes in views.  相似文献   

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students     

Jessica B. Heppen  Nicholas Sorensen  Elaine Allensworth  Kirk Walters  Jordan Rickles  Suzanne Stachel Taylor 《Journal of research on educational effectiveness》2017,10(2):272-296

Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the relative efficacy of online versus face-to-face credit recovery courses. To address this gap, this study randomly assigned 1,224 ninth graders who failed algebra in 17 Chicago public high schools to take an online or face-to-face algebra credit recovery course. Compared to students in face-to-face credit recovery, students in online credit recovery reported that the course was more difficult, were less likely to recover credit, and scored lower on an algebra posttest. There were no statistically significant differences by condition on any outcomes measured during the second year of high school (standardized mathematics test and algebra subtest scores, likelihood of passing subsequent math classes, cumulative math credits, or on-track rates). The benefits and challenges of online learning for credit recovery are discussed in light of the findings to date.  相似文献   

Social transmission of information about multiflavored foods     

Bennett G. Galef  Elaine E. Whiskin 《Learning & behavior》1992,20(1):56-62

We fed demonstrator rats diets made by adding three, four, or five different flavorants to powdered Purina Rat Chow. We then allowed each of these demonstrator rats to interact with a naive observer rat for 30 min. We found that (1) observers exhibited enhanced preferences for many of the individual flavorants in the multiflavored diets that their respective demonstrators had eaten and (2) the probability of an observer exhibiting enhanced preference for an individual flavorant in its demonstrator’s diet decreased as the number of flavorants in that diet increased. In Experiment 2, the individual members of pairs of subjects were each fed one of two different four-flavored diets. The subjects in each pair interacted for 30 min, then each chose between two single-flavored diets. One of these single-flavored diets contained a flavorant in the four-flavored food that a subject had itself eaten; the other single-flavored diet contained a flavorant in the four-flavored diet that a subject’s partner had eaten. The subjects showed enhanced preferences for six of eight flavorants in the four-flavored diets that their respective partners had eaten.  相似文献   

Looking back to the future: Māori and Pakeha mother-child birth stories.     

Elaine Reese  Harlene Hayne  Shelley MacDonald 《Child development》2008,79(1):114-125

Māori adults have earlier first memories than adults in any culture studied to date. To test the role of early memory socialization in this advantage, Māori (n= 15) and New Zealand European (or Pakeha, n= 17) mothers told birth stories and stories of shared past events to their children (3-4 or 7-8 years). Compared to Pakeha mothers, Māori mothers elaborated more in the birth stories, relative to their elaborations in stories about shared past events, and included more references to relational time and internal states in their birth stories. These data provide the first empirical evidence that Māori children experience a richer narrative environment than Pakeha children for significant events in their past.  相似文献   

Is effort praise motivational? The role of beliefs in the effort–ability relationship     

Shui-fong Lam  Pui-shan Yim  Yee-lam Ng 《Contemporary educational psychology》2008,33(4):694-710

In two studies, we investigated how beliefs in the effort–ability relationship moderated the effects of effort praise on student motivation. Study 1 showed that the more the participants believed that effort and ability were related positively (the positive rule) versus related negatively (the inverse rule), the more they would have positive self-evaluation and intrinsic motivation after effort praise. Study 2, with participants’ beliefs manipulated by a priming procedure, showed that the participants in the positive rule condition had better self-evaluation and more intrinsic motivation after effort praise than their counterparts did in the inverse rule condition. The results of the two studies converged to indicate that the motivational effects of effort praise depend on beliefs in the effort–ability relationship.  相似文献   

Multicultural education: Raj's story using a curricular conceptual lens of the particular     

Vicki Ross  Elaine Chan 《Teaching and Teacher Education》2008

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.  相似文献   

International trends in health science librarianship Part 10: The Greater China area     

Zhiyun Xie  Julia L.Y. Chan  Louisa Mei Chun Lam  Tzu‐Heng Chiu 《Health information and libraries journal》2014,31(2):161-166

This is the 10th in a series of articles exploring international trends in health science librarianship. This issue describes developments in health science librarianship in the first decade of the 21st century in China, Hong Kong and Taiwan. The next issue will report on Japan and South Korea. JM  相似文献