Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

Three dimensional couette flow and heat transfer through a porous medium with variable permeability     

Chaudhary?R.?C.?Email author  Sharma?Pawan?Kumar 《浙江大学学报(A卷英文版)》2003,4(2):181-185

This paper reports research on the effects of variations in injection velocity and permeability on the heat transfer and flow through a highly porous medium between two horizontal parallel plates situated at constant distance with constant suction by the upper plate. Due to this type of variation in injection velocity and in permeability the flow becomes three dimensional. The governing equations are solved by adopting complex variable notations to obtain the expressions for the velocity and temperature field. The skin-friction along the main flow direction and rate of heat transfer are discussed with the help of graphs.  相似文献   

A critical incident study: Exploring Korean workers’ experiences with career chance events     

Kim  Namhee  Baek  Pyounggu 《International Journal for Educational and Vocational Guidance》2020,20(3):613-634

We investigated South Korean workers’ reflections on career chance events in terms of types of chance occurrences and factors that influence how these are reacted to. A critical incident technique was used to collect data from 85 participants using an open-ended questionnaire. Various types of events that happened unexpectedly were identified through a two-dimensional framework: whether an event was relationship based or experienced based, and whether it occurred in personal areas or work areas. Influencing factors that affected the participants’ reactions were also categorized using a two-dimensional framework: internal or external, and facilitating or discouraging dimensions.

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The role of general education in teacher education     

Pertti?KansanenEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(2):207-218

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History Run Wild: The Alternate World of Joan Aiken’s <Emphasis Type="Italic">The Wolves of Willoughby Chase</Emphasis> Series     

Isobel?DamsEmail author 《Children‘s Literature in Education》2005,36(2):99-109

This article examines the historical fantasy world created by Joan Aiken in the eleven volumes of her Wolves of Willoughby Chase series. In particular it looks at her subversion of historical reality by the creation of an alternative yet recognisable representation of our own world, using a wide range of events, and the remoulding of aspects of language and geography. It also discusses her reasons for writing in this form and explores the character of Dido Twite as heroine and major raison dtre of the series.This revised version was published online in May 2005 with corrections to the article title.  相似文献   

Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains     

Andreas Gegenfurtner  Erno Lehtinen  Roger S?lj? 《Educational Psychology Review》2011,23(4):523-552

This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time, and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality, and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other). These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their significance for the design of learning environments.  相似文献   

Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective     

Bj?rn B. de Koning  Huib K. Tabbers 《Educational Psychology Review》2011,23(4):501-521

Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1) making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented.  相似文献   

Socioeconomic strata, mobile technology, and education: a comparative analysis     

Paul Kim  Teresita Hagashi  Laura Carillo  Irina Gonzales  Tamas Makany  Bommi Lee  Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486

Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.  相似文献   

Going Outside in Winter: A Qualitative Study of Preschool Dressing Routines     

Beth?Hatcher  Betsy?SquibbEmail author 《Early Childhood Education Journal》2011,38(5):339-347

The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and extensive curricular changes to indoor environments.  相似文献   

Korean Immigrant Mothers’ Perspectives: The Meanings of a Korean Heritage Language School for Their Children’s American Early Schooling Experiences   总被引：1，自引：0，他引：1  

Jinhee Kim 《Early Childhood Education Journal》2011,39(2):133-141

This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with systematic social and emotional support, can help these children attain psychological well-being.  相似文献