Friendship and Task Management in Children's Peer Tutoring     

Hugh Foot  Anne‐Marie Barron 《Educational studies》1990,16(3):237-250

The role of friendship in mediating children's learning is poorly understood, and conflicting claims exist about the manner in which friendship may influence both the process and outcome of learning. Evidence from studies on peer tutoring suggests that children acting as tutors have difficulty co‐ordinating the physical, informational and social demands of a tutoring task, due to their limited cognitive resources. Eight‐ to nine‐year‐old boys and girls were allocated to friend or non‐friend pairs in one‐to‐one tutoring dyads for the purposes of examining the impact of friendship on the process and outcome of tutoring. Although tutoring dyads of friends might be expected to focus their resources on informational components of the task, because their pre‐established relationship would minimise the burden of managing the social demands of the task, the opposite was found. Child tutors who were friends allocated additional resources to the social management aspect of the task, including monitoring tutee progress, but allocated no additional resources to imparting information about the task necessary for improving learning. Far from reducing task demands upon the tutor, friendship appears to impose greater burdens on children's limited resources, consequential upon the need to re‐negotiate their new social relationship arising from unfamiliar and unequal roles into which tutoring has thrust them.  相似文献   

Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology     

Mark W. Braun  Katherine D. Kearns 《Anatomical sciences education》2008,1(6):240-246

The implementation of virtual microscopy in the teaching of pathology at the Bloomington, Indiana extension of the Indiana University School of Medicine permitted the assessment of student attitudes, use and academic performance with respect to this new technology. A gradual and integrated approach allowed the parallel assessment with respect to both the virtual and optical microscopes. Student survey data indicated that the virtual imaging technology was enthusiastically received, and aggregate grade comparisons with the previous classes showed no decrease in content mastery. Survey questions assessing a variety of parameters reveal improved time and resource utilization, as well as increased student collaboration. Even so, 50% of the respondents indicated having both optical and virtual microscopes available was preferable. Anat Sci Ed 1:240–246, 2008. © 2008 American Association of Anatomists.  相似文献   

On relations between science and religion     

Hugh Lacey 《Science & Education》1996,5(2):143-153

This article proposes an alternative way of looking at religion to that proposed by Mahner and Bunge, and challenges a claim they make about a presupposition of science. From the alternative perspective there are constructive tensions rather than incompatibilities between science and religion. The article concludes with a proposed set of criteria to be used in critical reflections on faiths, religious or secular. It suggests that education would be enhanced by introducing students to the reflections and dialogues where these criteria are applicable.  相似文献   

Expanding the “Great Conversation” to Include Arts and Sciences Faculty     

Denise S. Mewborn  Sybilla Beckmann  Victoria Davion  Christy Desmet  Sally Hudson-Ross  Jenny Penney Oliver  Judith Preissle  Hugh Ruppersburg 《Innovative Higher Education》2002,27(1):39-51

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Scientific Understanding and the Control of Nature     

Lacey  Hugh 《Science & Education》1999,8(1):13-35

Modern science, for the most part, constrains the kind of theories that it entertains, and selects the kind of empirical data with which theories are related, to accord with materialist strategies. These strategies are adopted, I maintain, not because the objective of gaining understanding that manifests cognitive values highly always requires it, but because of an elective affinity (the elements of which I detail) between the materialist strategies and a certain outlook on the control of nature. A social value, thus, serves to ground the adoption of the materialist strategies. This, however, does not undermine the view that sound theory acceptance is based on impartial considerations, provided that the role of social values is kept properly distinct from that of cognitive values.  相似文献   

The Sensitivity of Children and Adults as Tutors     

Rosalyn Shute  Hugh Foot  Michelle Morgan∗ 《Educational studies》1992,18(1):21-36

In view of conflicting claims about children's sensitivity to the needs of other children in learning situations, the present study was designed to explore the sensitivity of child and adult tutors in one‐to‐one tutoring interactions. Sixteen adults and 31 11‐ and 9‐year‐olds tutored 47 9‐year‐old tutees on an animal classification task. Tutors were tested on their ability to apply the rules and knowledge they had obtained after training, and tutees were tested after being tutored. On all the verbal and nonverbal tutoring indices adult tutors showed greater sensitivity than child tutors: they were more likely to display behaviours which promoted efficient learning in their tutees. Results suggested that tutors operated on the basis of an implicit theory of teaching which involves three types of sensitivity: (1) sensitivity to the learner's need to have sufficient information for understanding the task, coupled with adequate checks on the learner's understanding; (2) sensitivity to the learner's need to participate actively in the learning process; and (3) sensitivity to differences in learning abilities among individual learners, and being able to accommodate to them.  相似文献   

The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children     

Sittner Bridges M  Catts HW 《Journal of learning disabilities》2011,44(4):330-338

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students.  相似文献   

A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome     

Lake  Danielle  Flannery  Kathleen  Kearns  Morgan 《Innovative Higher Education》2021,46(3):337-356

Innovative Higher Education - This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education....  相似文献   

The author as star     

Hugh Look 《Publishing Research Quarterly》1999,15(3):12-29

The rise of the “star” author and the cult of celebrity overwhelms publishing in the same way that it has movies and professional sports. Television creates the star system, agents nurture it. Publishers must find ways of surviving it. The Internet provides a means for star authors to reach their public without the intermediation of their publisher, but it is not yet a medium in which stars are born. Address for correspondence  相似文献   

Issues of validity in science attitude measurement     

Hugh Munby 《科学教学研究杂志》1997,34(4):337-341

This article explores the work that Moore and Foy (1997) did in revising and field testing the Scientific Attitude Instrument (SAI). I begin by showing that the empirical work with the revised instrument, the SAI II, raises doubts about the instrument's validity, and I suggest that these doubts seem to coincide rather remarkably with ones raised in an extensive study of science attitude instruments published in the early 1980s. I then consider the field testing of the SAI II in light of alternative approaches to validating instruments, and I show that the revisions made to the SAI leave its validity in question. I end by considering how we might develop guidelines for validating the instruments we use in science education research. J Res Sci Teach 34: 337–341, 1997.  相似文献