Model of affective learning for nonformal science education facilities     

Joyce E. Meredith  Rosanne W. Fortner  Gary W. Mullins 《科学教学研究杂志》1997,34(8):805-818

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research. J Res Sci Teach 34: 805–818, 1997.  相似文献   

The Integrated Curriculum Model (ICM)     

Joyce VanTassel-Baska  Susannah Wood 《Learning and individual differences》2010,20(4):345-357

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Methodological considerations for the 3D measurement of the X-factor and lower trunk movement in golf     

Christopher Joyce  Angus Burnett  Kevin Ball 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):206-221

It is believed that increasing the X-factor (movement of the shoulders relative to the hips) during the golf swing can increase ball velocity at impact. Increasing the X-factor may also increase the risk of low back pain. The aim of this study was to provide recommendations for the three-dimensional (3D) measurement of the X-factor and lower trunk movement during the golf swing. This three-part validation study involved; (1) developing and validating models and related algorithms (2) comparing 3D data obtained during static positions representative of the golf swing to visual estimates and (3) comparing 3D data obtained during dynamic golf swings to images gained from high-speed video. Of particular interest were issues related to sequence dependency. After models and algorithms were validated, results from parts two and three of the study supported the conclusion that a lateral bending/flexion-extension/axial rotation (ZYX) order of rotation was deemed to be the most suitable Cardanic sequence to use in the assessment of the X-factor and lower trunk movement in the golf swing. The findings of this study have relevance for further research examining the X-factor its relationship to club head speed and lower trunk movement and low back pain in golf.  相似文献   

Longitudinal effects of RtI implementation on reading achievement outcomes     

Sally L. Grapin  Nancy Waldron  Diana Joyce‐Beaulieu 《Psychology in the schools》2019,56(2):242-254

Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed.  相似文献   

School,family, and community partnerships in teachers’ professional work     

Joyce L. Epstein 《师资教育杂志》2018,44(3):397-406

Abstract

This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community.  相似文献   

Religious Education Under Quarantine     

Joyce Ann Mercer Editor 《Religious education (Chicago, Ill.)》2020,115(3):219-220

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Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes          下载免费PDF全文

Joyce J. Endendijk  Marleen G. Groeneveld  Lotte D. van der Pol  Sheila R. van Berkel  Elizabeth T. Hallers‐Haalboom  Marian J. Bakermans‐Kranenburg  Judi Mesman 《Child development》2017,88(1):299-316

This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression.  相似文献   

Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters     

Parker JM  Anderson CW  Heidemann M  Merrill J  Merritt B  Richmond G  Urban-Lurain M 《CBE life sciences education》2012,11(1):47-57

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.  相似文献   

风大浪急 穿越地平线 Timberland帆船家族新品上市     

Joyce 《音乐世界》2012,(8):140-141

纵观2012的国际T台,海洋风无疑是这一季最引人注目的关键词,赏心悦目之余,你身体里那些属于夏天的细胞是不是也已经被这股清新之风唤醒？  相似文献   

Diversifying the faculty across gender lines: Do trustees and administrators matter?     

Ronald G. Ehrenberg  George H. Jakubson  Mirinda L. Martin  Joyce B. Main  Thomas Eisenberg 《Economics of Education Review》2012

Our paper focuses on the role that the gender composition of the leaders of American colleges and universities - trustees, presidents, and provosts - play in influencing the rate at which academic institutions diversify their faculty across gender lines. Our analyses make use of institutional level panel data that we have collected for a large sample of American academic institutions.  相似文献