The impact of a thinking skills intervention on children's concepts of intelligence     

Lynsey A. Burke  Joanne M. Williams 《Thinking Skills and Creativity》2012,7(3):145-152

The study reported was part of a large thinking skills intervention for 11–12-year-old children. This paper focuses on the impact of a thinking skills intervention on children's understandings of intelligence. A total of 178 children (n = 86 girls and n = 92 boys) across six schools participated in the study. Children were individually pre-tested in the classroom using written tasks designed to tap concepts of intelligence (definitions, characteristics, causes of intelligence, and the stability of intelligence: entity versus incremental concepts) and a variety of thinking skills. Schools were allocated into one of three intervention conditions: control condition; individual condition; collaborative learning condition. Children in the individual and collaborative learning conditions participated in an 8-week thinking skills intervention. Children in the individual condition worked individually on tasks to apply the thinking skills whereas learners in the collaborative condition applied the thinking skills on tasks in groups of four. Following the thinking skills intervention all children were individually post-tested using the pre-test measures. The results showed that the intervention had an impact on children's understanding of intelligence. In particular, the collaborative learning intervention led to most improvement in concepts of intelligence. The results are discussed with reference to theories of intelligence concepts and thinking skills interventions.  相似文献   

In my opinion     

Joanne B. Willard 《TechTrends》1988,33(4):44-44

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The built heritage in England: The history and development of government policy     

Stephen W Creigh‐Tyte  Joanne Gallimore 《Cultural Trends》1998,8(32):25-36

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Evaluation of two interventions to reduce aggressive and antisocial behavior in first and second graders in a resource-poor setting     

Joanne Klevens  José William Martínez  Brenda Le  Carlos Rojas  Adriana Duque  Rafael Tovar 《International Journal of Educational Research》2009,48(5):307-319

We conducted a three-arm cluster randomized controlled trial (n = 2491) to evaluate a teacher delivered intervention to reduce aggressive and antisocial behavior and increase prosocial behavior in the classroom. A second aim of this trial was to establish whether combining this intervention with an intervention for parents was better than the teacher-only intervention. This evaluation was conducted in a resource-poor setting (Pereira, Colombia). The findings show that both interventions prevented increases in aggressive and antisocial behavior. However, the teacher-only intervention also had a positive impact on increasing prosocial behavior.  相似文献   

Introducing International Issues: Facility Location     

Joanne M. Tucker  Gary R. Armstrong 《Decision Sciences Journal of Innovative Education》2008,6(2):297-303

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Factors influencing Filipino children’s solutions to addition and subtraction word problems     

Debbie Bautista  Michael Mitchelmore  Joanne Mulligan 《教育心理学》2009,29(6):729-745

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word problems in Filipino or reading them aloud to children in either language facilitated solution accuracy. Contrary to the initial hypothesis, reading word problems aloud did not seem to improve student performance (p > 0.10). In contrast, presenting word problems in Filipino significantly improved solution accuracy (p < 0.0001) and led to differences in error patterns – children were less likely to use an inappropriate arithmetic operation when problems were presented in Filipino. However, the language of the problem had minimal effects on the more difficult Compare problem type. Finally, the benefits of using Filipino were more pronounced for low‐achieving students who may have lower proficiency in English than their high‐achieving peers (p < 0.01).  相似文献   

Introduction to the special issue of reading and writing: “Lexical representations in reading and writing”     

Joanne Arciuli 《Reading and writing》2009,22(6):633-635

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Awareness of the structure and meaning of morphologically complex words: Impact on reading   总被引：3，自引：1，他引：2  

Carlisle  Joanne F. 《Reading and writing》2000,12(3):169-190

Many new words middle school children encounter in books they read are relatively transparent derived forms whose meanings might be figured out through analysis of the word parts. Of importance is whether students can not only read and recognize the structure of morphologically complex words but also determine their meanings. This issue was addressed by investigating the relationship of third and fifth graders' awareness of the structure and meanings of derived words and the relationship of these forms of morphological awareness to word reading and reading comprehension. The results showed that awareness of structure was significantly related to the ability to define morphologically complex words; some aspects were also significantly related to the reading of derived words. The three morphology tasks accounted for significant variance in reading comprehension at both grade levels, but the contribution was stronger for the fifth than the third grade. It may be educationally noteworthy that morphological analysis contributed significantly to reading comprehension for the third graders because they are presumably just beginning to learn to read and understand morphologically complex words.  相似文献   

Caregivers' Beliefs about Practice in Infant Child Care Programmes     

Joanne Brownlee  Donna Berthelsen  Kim Irving  Gillian Boulton-Lewis  Andrea McCrindle 《International Journal of Early Years Education》2000,8(2):155-165

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Job Stress and Satisfaction Among Special Education Teachers: Effects of gender and social role orientation     

Joanne Eichinger 《International Journal of Disability, Development & Education》2000,47(4):397-412

Eighty-nine female and 43 male special education teachers completed a battery of instruments dealing with job stress and satisfaction and social role characteristics. Social role orientation (expressive, instrumental, balanced, and undifferentiated) was determined for each of the teachers both on- and off-the-job using the Bem Sex Role Inventory, and then analysed in relation to six indices of work-related stress and satisfaction. For female special educators, a balanced social role orientation was associated with higher levels of satisfaction and lower levels of stress, while an undifferentiated orientation was associated with lower levels of satisfaction and higher levels of stress. Implications for teacher preparation programs are discussed, and suggestions for future research are included.  相似文献