The Relationship Between IQ,Homework, Aspirations and Academic Achievement for Chinese,Vietnamese and Anglo-Celtic Australian School Children     

Justine Dandy  Ted Nettelbeck 《教育心理学》2002,22(3):267-275

Flynn (1991) proposed that students from Asian cultural backgrounds typically achieve at higher levels than non-Asian students with the same IQs. This study investigated relationships between IQ, study time, educational and occupational aspirations, and academic achievement among Australian school children ( n = 160) from Chinese, Vietnamese and Anglo-Celtic backgrounds. Mathematics grades for Chinese and Vietnamese Australian children were higher. They spent more time studying and were more likely to desire an occupation requiring tertiary qualifications than Anglo-Celtic Australian peers. Consistent with Flynn's hypothesis, students from Asian backgrounds obtained higher mathematics grades than their Anglo-Celtic Australian peers with the same IQ. However, study and occupational aspirations formed only part of a more complex socio-cultural package that contributed to group achievement differences. Parents' support for studying and aspirations may interact with these factors to produce high achievement.  相似文献   

Collaboration, scaffolding and the promotion of problem solving strategies in Mexican pre-schoolers     

Sylvia Rojas-Drummond  Neil Mercer  Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196

Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom.  相似文献   

African American Women’s Language Use in Response to Male Partners’ Condom Negotiation Tactics     

Yachao Li  Jennifer A. Samp  Valerie B. Coles Cone  Laura M. Mercer Kollar  Ralph J. DiClemente  Jennifer L. Monahan 《Communication Studies》2018,69(1):67-84

African American women are vulnerable for sexual health risk; thus, condom use is essential. Guided by research linking goals to communicative content, this study explored women’s use of I-, you-, we-, and hedging language during condom negotiation. Female participants (N = 193) engaged in a condom negotiation role play with male confederates, where language use measures were coded. I-language was used the most frequently. Language use differed as a function of men’s tactics, such that women primarily used I-language in response to verbal attacks, you-language in response to seduction, and I- and we-language in response to information seeking. Women who engaged in more recent condom use were more likely to use you-language and, when confederates attacked, they responded with more you-language and less hedging.  相似文献   

Hepatic enzyme decline after pediatric blunt trauma: a tool for timing child abuse?     

Baxter AL  Lindberg DM  Burke BL  Shults J  Holmes JF 《Child abuse & neglect》2008,32(9):838-845

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Speaking of Race: When “Hidden Transcripts” Became Public in the 2018 REA Conference     

Joyce Ann Mercer 《Religious education (Chicago, Ill.)》2019,114(3):185-188

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Widening access to educational opportunities through teaching children how to reason together     

Rupert Wegerif  Karen Littleton  Lyn Dawes  Neil Mercer  Denise Rowe 《International Journal of Research & Method in Education》2013,36(2):143-156

This paper reports on a project to explore the impact of promoting exploratory talk as the medium of teaching across the curriculum for 6‐ and 7‐year‐old pupils in three primary schools in the UK. We found that this focus on teaching through exploratory talk (which we call the Thinking Together approach) enabled the children to work together more inclusively and more effectively, improving their social skills and, at the same time, their use of language for reasoning and learning.  相似文献   

Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching     

Christine Howe  Sonia Ilie  Paula Guardia  Riikka Hofmann  Neil Mercer  Fran Riga 《International Journal of Science Education》2013,35(1):162-184

In response to continuing concerns about student attainment and participation in science and mathematics, the epiSTEMe project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of the epiSTEMe science modules. Entitled Forces and Proportional Relations, the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught. While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about the epiSTEMe approach. Furthermore, student opinions about the module were positive.  相似文献   

Methods for studying the processes of interaction and collaborative activity in computer-based educational activities     

Neil Mercer  Karen Littleton  Rupert Wegerif 《Technology, Pedagogy and Education》2013,22(2):195-212

Abstract

Drawing on the work of researchers in several disciplines, this article describes and discusses methods which can be used for analysing joint activity during computer-based, side-by-side, collaborative activity in educational settings. It is argued that the choice of methods in any particular study should take into account the range of well-founded methods which are available, rather than being guided only by researchers' established affinities for particular methods and paradigms. The positive and negative features of qualitative and quantitative methods are discussed. The complementary use of different types of methods is also discussed and exemplified.  相似文献   

Public criticism of commercial television∗     

John Mercer 《广播与电子媒介杂志》2013,57(2):128-130

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Culture studies vs. the liberal arts     

Hugh Mercer Curtler 《Academic Questions》2006,20(1):38-45

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