Cognitive learning strategies and outcomes in a heat transfer experiment     

Gloria Dall'Alba 《Research in Science Education》1988,18(1):123-133

Conclusion The relation between the strategy application and the learning outcomes from the experiment displayed a similar pattern to that of other tasks performed by the same group of learners (Dall'Alba, 1987). The quality of strategy application was found to be a significant factor in determining the degree of success in the experiment. The most successful learners were consistent in maintaining a high quality of strategy application. In contrast, the less successful learners failed to apply the necessary strategies or their stragegy application was of low quality.  相似文献   

Executive Function Skills,Early Mathematics,and Vocabulary in Head Start Preschool Children     

Hattie A. Harvey  Gloria E. Miller 《Early education and development》2017,28(3):290-307

Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish speakers were assessed for these executive function skills as well as their receptive vocabulary skills and early mathematical abilities using the Child Math Assessment (Starkey, Klein, & Wakeley, 2004), which captures an array of skills across 4 domains. Hierarchal regression analyses revealed that inhibitory control and working memory made unique contributions to children’s early mathematical abilities in the domains of numeracy, arithmetic, spatial/geometric reasoning, and patterning/logical relations after we controlled for age, receptive vocabulary, and previous Head Start experience. Furthermore, receptive vocabulary also accounted for significant variance in children’s early mathematical abilities above and beyond executive function skills. No group differences emerged between English-only and dual language learners on the fit of the regression models. Practice or Policy: These findings extend previous research highlighting the interface of executive function skills and mathematical learning in early childhood with further evidence to support this relationship beyond early numeracy and counting using a broad measure of critical early math skills. In addition, the intricate role of language in the development of early mathematical competence is considered. Implications of these findings for scaffolding executive function skills and vocabulary within prekindergarten math curricula are discussed, with particular consideration for children from low socioeconomic backgrounds.  相似文献   

Embodied Knowing in Online Environments   总被引：4，自引：0，他引：4  

Gloria  Dall'Alba & Robyn  Barnacle 《Educational Philosophy and Theory》2005,37(5):719-744

  相似文献   

The apprenticeship of observation in career contexts: a typology for the role of modeling in teachers’ career paths     

Carol R. Rinke  Lynnette Mawhinney  Gloria Park 《Teachers and Teaching》2013,19(1):92-107

This article extends the literature on teachers’ career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers’ educational experiences, views on teaching and learning, and professional plans. We draw upon life history interviews with 40 prospective teachers at three institutions across Pennsylvania, USA. We find that past educational experiences are intricately connected with career choice, intended professional path, and pedagogical focus. This paper identifies and discusses three forms of modeling – disciplinary, mentoring, and empowering – which influence pre-service teachers in powerful and enduring ways. These forms of modeling expand our understanding of teachers’ career intentions and apply the apprenticeship of observation to planned career paths.  相似文献   

Guidance services in Spanish universities     

Javier Vidal  Gloria Diez  Maria J. Vieira 《Tertiary Education and Management》2013,19(4):267-280

  相似文献   

Special education in Spain at the beginning of the 21st century: the challenge to educate in an unequal and multicultural society     

Pilar Arnaiz  Gloria Soto 《International Journal of Inclusive Education》2013,17(4):375-388

An overview of the challenges facing the Spanish Special Education system at the turn of the century is presented. Significant changes have occurred in Spain over the last two decades that have affected the landscape of Spanish public schools in an unprecedented way. First, since the late 1980s, students with a variety of disabilities have been attending general education classrooms along with their peers. Additionally, for the last 20 years, Spain has experienced a dramatic increase in immigration patterns from Northern Africa, Eastern Europe and Latin America. Thus, Spanish educators are facing the challenge of educating an increasingly heterogeneous student body. Students' different educational needs are often handed down to the special educator teacher who is faced with the task of ensuring the student's academic and social participation. Reform efforts conducted by Spanish educators to ensure that all students, regardless of their gender, ability level, ethnic and social backgrounds, as well as language and religion of origin, have equal access to a full social and academic participation in their schools and communities are described.  相似文献   

Academic Life-support: The Self Study of a Transnational Collaborative Mentoring Group     

Laurette Bristol  Anne E. Adams  B. Gloria Guzman Johannessen 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):396-414

In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia.  相似文献   

The contribution of the University of California Cooperative Extension to California's agricultural production     

Diti Chatterjee  Gloria González-Rivera 《The Journal of Agricultural Education and Extension》2013,19(5):443-467

ABSTRACT