Twenty questions about student errors     

Kathleen M. Fisher  Joseph Isaac Lipson 《科学教学研究杂志》1986,23(9):783-803

Errors in science learning (errors in expression of organized, purposeful thought within the domain of science) provide a window through which glimpses of mental functioning can be obtained. Errors are valuable and normal occurrences in the process of learning science. A student can use his/her errors to develop a deeper understanding of a concept as long as the error can be recognized and appropriate, informative feedback can be obtained. A safe, non-threatening, and nonpunitive environment which encourages dialogue helps students to express their conceptions and to risk making errors. Pedagogical methods that systematically address common student errors produce significant gains in student learning. Just as the nature-nurture interaction is integral to the development of living things, so the individual-environment interaction is basic to thought processes. At a minimum, four systems interact: (1) the individual problem solver (who has a worldview, relatively stable cognitive characteristics, relatively malleable mental states and conditions, and aims or intentions), (2) task to be performed (including relative importance and nature of the task), (3) knowledge domain in which task is contained, and (4) the environment (including orienting conditions and the social and physical context). Several basic assumptions underlie research on errors and alternative conceptions. Among these are: Knowledge and thought involve active, constructive processes; there are many ways to acquire, organize, store, retrieve, and think about a given concept or event; and understanding is achieved by successive approximations. Application of these ideas will require a fundamental change in how science is taught.  相似文献   

Supporting Young Children’s Efforts toward Peacemaking: Recommendations for Early Childhood Educators     

Kathleen Walker  Karen S. Myers-Bowman  Judith A. Myers-Walls 《Early Childhood Education Journal》2008,35(4):377-382

Early childhood educators are in a unique position to provide peace education to young children and have been called to do so by their professional organizations. This article is intended to support early childhood educators in these endeavors by providing an overview of young children’s conceptions of peace, war, and peacemaking strategies. In addition, a theoretical framework for assessing young children’s conceptions of peacemaking is presented and recommendations for encouraging young children in their peacemaking efforts are suggested.  相似文献   

Lived experience and community sport coaching: A phenomenological investigation     

Colum Cronin  Kathleen M. Armour 《Sport, Education and Society》2015,20(8):959-975

Coaching in the participation domain is the act of coaching participants that are less intensely engaged in sport than performance orientated athletes. This form of coaching is a popular activity occurring in community settings such as schools or sport clubs, and it is often undertaken with a broad range of social and health outcomes in mind. The experiences and practices of the large army of ‘community coaches’¹ have been under-explored in comparison to those of elite performance coaches who focus on competitive success and dominate much academic research. This study focuses on the little known world of the community coach. Drawing on the philosophy of phenomenologists such as Husserl, and in particular the methodology of Van Manen, the study explored the lived experiences of a single case study community coach. Derived from semi-structured interviews and in keeping with Van Manen's methodology, findings are presented in a narrative format. The narrative describes the ‘lifeworld’ of the coach and seeks to identify the ‘essential features’ of community coaching in this case. Specifically, the narrative illustrates a dichotomy in the lifeworld of the coach; between a frenetic practical delivery mode visible in the public arena and a ‘hidden’ largely unknown, private world used predominantly for planning and organising. For this case study coach, the essence of community coaching lay in two complementary activities; planning and then delivering fun based activities that achieved social, health and sporting outcomes. Additionally, interacting with others, such as parents, carers and teachers was identified as an essential feature of this coach's experience.  相似文献   

Speech Perception and Production by Sequential Bilingual Children: A Longitudinal Study of Voice Onset Time Acquisition     

Kathleen M. McCarthy  Merle Mahon  Stuart Rosen  Bronwen G. Evans 《Child development》2014,85(5):1965-1980

The majority of bilingual speech research has focused on simultaneous bilinguals. Yet, in immigrant communities, children are often initially exposed to their family language (L1), before becoming gradually immersed in the host country's language (L2). This is typically referred to as sequential bilingualism. Using a longitudinal design, this study explored the perception and production of the English voicing contrast in 55 children (40 Sylheti‐English sequential bilinguals and 15 English monolinguals). Children were tested twice: when they were in nursery (52‐month‐olds) and 1 year later. Sequential bilinguals' perception and production of English plosives were initially driven by their experience with their L1, but after starting school, changed to match that of their monolingual peers.  相似文献   

Using Math Journals to Enhance Second Graders’ Communication of Mathematical Thinking     

Kathleen Kostos  Eui-kyung Shin 《Early Childhood Education Journal》2010,38(3):223-231

As an action research project, using mixed methodology, this study investigated how the use of math journals affected second grade students’ communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering included pre- and post- math assessment, students’ math journals, interviews with the students, and teacher’s reflective journal. Findings of the study indicated that the use of math journals positively influenced the students’ communication of mathematical thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and teacher and an assessment tool for the teacher. The implications of this study regarding students’ writing ability and time constraints issues were also discussed.  相似文献   

Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes     

Claudia Mitchell  David Dillon  Teresa Strong‐Wilson  Kathleen Pithouse  Faisal Islam  Kevin O’Connor 《Changing English: An International Journal of English Teaching》2010,17(1):45-55

In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa.  相似文献   

Can the punishment fit the crime when suspects confess child sexual abuse?     

Faller KC  Birdsall WC  Vandervort F  Henry J 《Child abuse & neglect》2006,30(7):815-827

OBJECTIVE: To determine significant predictors of severity of sentencing of sex offenders of minors in a jurisdiction which obtains many confessions. METHOD: Data were abstracted from 323 criminal court case records of sexually abused minors over 11 years in a county which places a high priority on sexual abuse prosecution. The sample used in this analysis consisted of 218 men who received a sentence for a sex offense. Multiple regression analysis was used to examine what factors predicted severity of sentences. Specifically this study explores whether, in a county which is very successful in obtaining confessions to sexual abuse of children, the severity of sentence is explained by the seriousness of the crime (more severe type of sexual abuse, younger age of the victim, prior conviction of a sex offense, and abusing more than one child), or by factors unrelated to the seriousness of the offense, offender confession and/or having a court-appointed attorney. RESULTS: Factors that predicted the severity of the sentence were the seriousness of the sex crime, prior conviction of a sex crime, and young age of the victim. CONCLUSIONS: This community, with a high confession rate and a high conviction rate, imposed sentences that were consistent with the crimes, with more severe sentences for more serious crimes. Convenience factors, such as the fact the offender confessed, and systemic factors, such as having a court-appointed attorney, did not result in more severe sentences.  相似文献   

Child protection and welfare reform     

Wells K 《Child abuse & neglect》2006,30(11):1175-1179

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When and how to push: providing the most current information about second-stage labor to women during childbirth education     

Simpson KR 《The Journal of perinatal education》2006,15(4):6-9

Childbirth educators can have a significant impact on safe care for mothers and babies during the second stage of labor. In this guest editorial, educators are encouraged to make sure they are knowledgeable about the latest evidence for best second-stage-care practices so they can adequately prepare women to advocate for themselves during this time.  相似文献   

Through the Looking Glass: Reflecting on Counsellor Dreams for Enhanced Self-Care and Effective Practice     

Kathleen Beauchemin 《International journal for the advancement of counseling》2018,40(1):52-59

A wealth of information can be extracted from clients’ dream narratives. Few counsellors, however, recognize the significance of monitoring their own dreams. In this clinically-informed position paper, counsellors are urged to consider their own dream content. Self-awareness is vital to the therapeutic relationship, but also instrumental to the safety and well-being of counsellors themselves. Dreaming about one’s client can reflect troubled therapeutic rapport and highlight emotional or countertransference issues. Dreams can be harbingers of vicarious traumatization. Thus, counsellors are encouraged to reflect on their own dreams as a deliberate self-care initiative in order to promote a safe and effective practice.  相似文献