Epistemic Perspective and Online Epistemic Processing of Evidence: Developmental and Domain Differences     

Kalypso Iordanou  Krista R. Muis  Panayiota Kendeou 《Journal of Experimental Education》2013,81(4):531-551

Relations between epistemic perspective and online epistemic processing of evidence when reading a text were examined. Thirty-seven young adolescents and 24 graduate university students were asked to read and think aloud with two texts, one in the history domain and the other in the science domain. Participants also completed a prior-knowledge test and an instrument assessing their epistemic perspective. Results showed that participants who exhibited an evaluativist epistemic perspective and high prior knowledge used the epistemic standard of scientific research more than participants who held a nonevaluativist epistemic perspective. Furthermore, an age-related developmental difference was observed, with adults using the epistemic standard of scientific research more than young adolescents. Domain differences were observed in both participants’ epistemic perspectives and online epistemic processing. Participants overall engaged in online epistemic processing of evidence more in the history topic than in the science topic.  相似文献   

Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice     

Jennifer Tiede  Renee Hobbs 《Peabody Journal of Education》2013,88(4):533-545

Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers’ professional development. The theory of media pedagogical competencies is first defined and then located in the context of the relevant scholarly literature from both Germany and the United States. We conducted a comparative analysis of German and U.S. pedagogical media competency models and report data on a survey of teacher education programs in Germany and the United States to identify the proportion of programs of study that include courses in media didactics, media and school reform, and media education. We consider the implications of the missing connections between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training, revealing implications for further work needed to improve the integration of media in various school-related contexts.  相似文献   

Application and Reliability of the Retrospective Interview Procedure to Trace Physical Activity Patterns in Master Athletes and Nonactive Older Adults     

Dany J. MacDonald  Sean Horton  Krista Kraemer  Patricia Weir  Janice M. Deakin  Jean Côté 《Educational gerontology》2013,39(12):1107-1122

This paper reports the results of two studies. The purpose of the first study was to determine if lifestyle variables and past involvement in physical activity was related to current activity levels in master athletes and sedentary older adults. Retrospective interviews were conducted with 12 master athletes and 12 sedentary older adults. Results demonstrated that education level, spouse participation, smoking, and recent physical activity levels were indicators of current involvement. The second study investigated the reliability of the data collected in the retrospective interviews. Similar to results with younger samples, we confirm that lifestyle variables and physical activity involvement could be accurately recalled for a period of 25 years, making this tool a useful addition for the study of physical activity in older adults.  相似文献   

Aging in Suburbia: An Assessment of Senior Needs     

Renee Pekmezaris  Andrzej Kozikowski  Gregory Moise  Peter A. Clement  Jerrold Hirsch  Jeffrey Kraut 《Educational gerontology》2013,39(5):355-365

To date, there have been no surveys focusing on older adults living in suburban communities. As the majority of American seniors reside in suburbia, it is important to understand factors that impede successful aging in these settings. This study surveyed 1,151 seniors to examine the needs of seniors living in a large suburban community across two counties in the northeastern United States. Specific areas of query included the following: transportation, health status, social support, self-sufficiency, and economic factors. Findings revealed that seniors over 85, minorities, those reporting poor health, and those who do not drive were at especially high risk of service access problems and social isolation.  相似文献   

The use of evidence-based instructional strategies in special education settings in secondary schools: Development,implementation and outcomes     

Krista Kutash  Albert J. Duchnowski  Nancy Lynn 《Teaching and Teacher Education》2009

The lack of effective training and an inability to maintain fidelity are two major barriers to implementing evidence-based practices in schools. This study examined the level of implementation of evidence-based practices by teachers after they participated in a unique training program aimed at enhancing the use of evidence-based practices. The results indicate that five months posttraining, 62% of the evidence-based strategies had been implemented and these levels were maintained 13-months posttraining. While the level of exposure to students of the evidence-based practices was low, significant longitudinal improvements in reading and levels of inclusion were documented.  相似文献   

Characteristics of sports participation and psychosocial health in children: Results of a cross-sectional study     

Janet Moeijes  Jooske T. Van Busschbach  Krista L. Lockhart  Ruud J. Bosscher  Jos W. R. Twisk 《European Journal of Sport Science》2019,19(3):365-374

Several studies suggest that sports participation is beneficial for psychosocial health. There is, however, only a limited number of studies about the relationship of specific characteristics of sports participation with psychosocial health. The present study investigated associations between characteristics of sports participation and three aspects of psychosocial health, i.e. internalising problems, externalising problems and prosocial behaviour. The examined characteristics of sports participation pertained to individual versus team sports, indoor versus outdoor sports, involvement in competition or not, and contact sports versus non-contact sports. Cross-sectional data were collected from 1768 Dutch children aged 10–12 years who were member of a sports club. These children completed the Movement and Sports Monitor Questionnaire Youth aged 8–12 years (MSMQ) and the Strength and Difficulties Questionnaire (SDQ). Linear multilevel analyses and logistic generalised estimating equation were conducted. Children participating in team sports, outdoor sports, or competition showed fewer internalising problems than children engaged in individual sports, indoor sports, or only training. The associations with internalising problems were stronger for boys than for girls. Children participating in non-contact sports showed fewer externalising problems than children performing non-contact sports as well as contact sports. Children practising indoor sports or non-contact sports showed better prosocial behaviour than children doing outdoor or contact sports. In conclusion, the form of sports participation seemed to matter highly with respect to internalising problems, especially for boys, and, to a lesser extent, with respect to externalising problems and prosocial behaviour. This offers starting points for developing tailor-made sports programmes for children.  相似文献   

An exploration of school mobility: Risks and protective factors in late elementary     

Hannah L. Dinnen  Jack Baker  Renee Dallal  Kristy Brann  Paul D. Flaspohler 《Psychology in the schools》2020,57(12):1864-1877

This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.  相似文献   

Maturation of cognitive processes from late childhood to adulthood   总被引：2，自引：0，他引：2  

Luna B  Garver KE  Urban TA  Lazar NA  Sweeney JA 《Child development》2004,75(5):1357-1372

To characterize cognitive maturation through adolescence, processing speed, voluntary response suppression, and spatial working memory were measured in 8- to 30-year-old (N = 245) healthy participants using oculomotor tasks. Development progressed with a steep initial improvement in performance followed by stabilization in adolescence. Adult-level mature performance began at approximately 15, 14, and 19 years of age for processing speed, response inhibition, and working memory, respectively. Although processes developed independently, processing speed influenced the development of working memory whereas the development of response suppression and working memory were interdependent. These results indicate that processing speed, voluntary response suppression, and working memory mature through late childhood and into adolescence. How brain maturation specific to adolescence may support cognitive maturation is discussed.  相似文献   

Polemics and synthesis: Ernst Mayr and evolutionary biology     

Renee M Borges 《Resonance》2005,10(7):21-33

Mayr has justifiably earned for himself the title “Darwin of the 20th century”. He declared himself Darwin's champion, and was particularly wont to point out that a most important consequence of the Darwinian revolution was the destruction of typological thinking. Mayr also repeatedly stressed that there were important differences between Darwinism and contemporary theories of evolution. Evolution as conceived by Darwin was not goal-directed, while contemporary theories were orthogenetic or aristogenetic in the sense that they believed in a predetermined progression of lower to higher forms. Furthermore, by focusing on individuals, Darwin destroyed the tyranny of typological thinking, which was a left over from the essentialism of Plato, who believed that groups of organisms were constructed according to certain homogeneities. By attacking the concept of essentialism, Darwin provided a mechanism by which individuals became both a focus and an essential ingredient in the evolutionary process. This was a paradigm shift and according to Mayr, a conceptual leap that constituted a true scientific revolution. Mayr's zeal in defending Darwin and in protecting organismal biology and evolution from the “non-believers” has formed the subject of this entire article, but it can also be seen in the titles of some of his recent books, e.g.One Long Argument. Charles Darwin and the Genesis of Modern Evolutionary Thought (1991),This is Biology—the Science of the Living World (1997), andWhat Evolution Is (2002).  相似文献   

What does it means to be a critical scholar? A metalogue between science education doctoral students     

Heidi Cian  Nikeetha Dsouza  Renee Lyons  Daniel Alston 《Cultural Studies of Science Education》2017,12(2):453-467

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