The Minicourse: Helping Teachers with Curriculum Change     

David Cohen  Christine Deer  Marelle Harrison  Gail Thompson 《课程研究杂志》2013,45(2):175-180

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Gender differences in motivation and strategy use in science: Are girls rote learners?     

Judith L. Meece  M. Gail Jones 《科学教学研究杂志》1996,33(4):393-406

This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc.  相似文献   

Editors’ comments     

M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(4):164-164

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M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(4):164

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Medicine in Quotations: Views of Health and Disease Through the Ages.     

Gail Hendler 《Journal of the Medical Library Association》2001,89(1):88

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The politics of admissions in California     

Gail Heriot 《Academic Questions》2001,14(4):29-36

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Violence and the changing universe of disabilities     

Dr. Gail Ruppert Houle 《Early Childhood Education Journal》1996,23(4):197-200

The field of special education has primary responsibility for providing specialized services to young children with disabilities in the schools. Increasingly, it is recognized that many disabilities identified among young children may be attributable to environmental variables, such as violence, poverty, toxic materials exposure, and family dysfunction. Issues of violence hold particular relevance for special education professionals. Recent studies report that young children with disabilities are 1.7 times more likely to be victims of maltreatment than children without disabilities. For children with disabilities living with the effects of violence, the infrastructure of special education as it is now developing may be the most promising approach to individual and systems intervention. Comprehensive community-based initiatives are replacing fragmented practices. The new collaborations can multiply the results of intervention or support programs beyond those attainable through any single approach. Views expressed in this article are solely those of the author and do not reflect policies of the U.S. Department of Education.  相似文献   

Two-choice conditional discrimination performance of pigeons as a function of reward expectancy,prechoice delay,and domesticity     

David L. Brodigan  Gail B. Peterson 《Learning & behavior》1976,4(2):121-124

In a discrete-trial two-choice conditional discrimination task, pigeons which received food for a correct choice following the presentation of one cue and water for a correct choice following another cue performed better than pigeons which received food and water equally often in both cases when delays of several seconds intervened between the conditional cue and choice stimuli presentations. These results suggest that feedback properties of reinforcer-specific expectancies can be important in conditional discrimination learning in pigeons. An additional finding was that wild-caught pigeons regularly exhibited a higher percentage of correct choices than domestic subjects.  相似文献   

Experiments on animals: a balance of interests     

Vines G 《New scientist (1971)》1986,110(1505):26-27

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Many monkey experiments "not justified     

Vines G 《New scientist (1971)》1991,132(1796):15

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