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Leonard A. Eiserer 《Learning & behavior》1979,7(3):406-412
All-day observations of captive American Robins (Turdus migratorius) revealed that the birds became extremely active at dusk, the time when wild Robins typically fly some distance to a communal roost site. This roosttime restlessness occurred during every month of the year, and so was distinguishable from the migratory restlessness that the birds displayed during early morning hours of spring months. The present observations also uncovered a recapitulation effect, in that the changes in activity level that occurred within any single day (from dawn through dusk) tended to parallel the changes in activity level that occurred across the year (from spring through winter). 相似文献
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Reading readiness varies as a function of family and environmental variables. This study of 11-year-old children (N = 39) was designed to determine if there was an additional or interactive contribution of brain structure. Evidence is presented that both environmental and biological variables predict phonological development. Temporal lobe (planar) asymmetry, hand preference, family history of reading disability, and SES explained over half of the variance in phonological and verbal performance. The results demonstrate a linear association between cerebral organization and phonological skill within socioeconomic groups. These data provide concrete evidence to support the commonly held assumption that both environmental and biological factors are independent determinants of a child's ability to process linguistic information. 相似文献
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Kenneth R. Pugh W. Einar Mencl Annette R. Jenner Jun Ren Lee Leonard Katz Stephen J. Frost Sally E. Shaywitz Bennett A. Shaywitz 《Learning disabilities research & practice》2001,16(4):240-249
Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two left hemisphere posterior systems: a temporo-parietal system and a ventral occipito-temporal system. These posterior systems are functionally disrupted in developmental dyslexia. Reading disabled, relative to nonimpaired, readers demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers the temporo-parietal system predominates at first, and is associated with aspects of processing critical in learning to integrate orthography with phonological and lexical-semantic features of printed words. The occipito-temporal system, by contrast, constitutes a fast, late-developing, word-identification system that underlies fluent word recognition in skilled readers. 相似文献
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Jacqueline Leonard Joy Barnes-Johnson Scott Jackson Dantley Charles Kimber 《The Urban Review》2011,43(1):124-150
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the
role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated
through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are
malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice
teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results
of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However,
why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up
data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education. 相似文献
29.
Development of a Short-Form Measure of Science and Technology Self-efficacy Using Rasch Analysis 总被引:1,自引:1,他引:0
Richard L. Lamb David Vallett Leonard Annetta 《Journal of Science Education and Technology》2014,23(5):641-657
Despite an increased focus on science, technology, engineering, and mathematics (STEM) in U.S. schools, today’s students often struggle to maintain adequate performance in these fields compared with students in other countries (Cheek in Thinking constructively about science, technology, and society education. State University of New York, Albany, 1992; Enyedy and Goldberg 2004; Mandinach and Lewis 2006). In addition, despite considerable pressure to promote the placement of students into STEM career fields, U.S. placement is relatively low (Sadler et al. in Sci Educ 96(3):411–427, 2012; Subotnik et al. in Identifying and developing talent in science, technology, engineering, and mathematics (STEM): an agenda for research, policy and practice. International handbook, part XII, pp 1313–1326, 2009). One explanation for the decline of STEM career placement in the U.S. rests with low student affect concerning STEM concepts and related content, especially in terms of self-efficacy. Researchers define self-efficacy as the internal belief that a student can succeed in learning, and that understanding student success lies in students’ externalized actions or behaviors (Bandura in Psychol Rev 84(2):191–215, 1977). Evidence suggests that high self-efficacy in STEM can result in student selection of STEM in later educational endeavors, culminating in STEM career selection (Zeldin et al. in J Res Sci Teach 45(9):1036–1058, 2007). However, other factors such as proficiency play a role as well. The lack of appropriate measures of self-efficacy can greatly affect STEM career selection due to inadequate targeting of this affective trait and loss of opportunity for early intervention by educators. Lack of early intervention decreases selection of STEM courses and careers (Valla and Williams in J Women Minor Sci Eng 18(1), 2012; Lent et al. in J Couns Psychol 38(4), 1991). Therefore, this study developed a short-form measure of self-efficacy to help identify students in need of intervention. 相似文献
30.
Benjamin D. Plummer Brian M. Galla Amy S. Finn Sarah D. Patrick David Meketon Julia Leonard Calvin Goetz Elizabeth Fernandez‐Vina Sara Bartolino Rachel E. White Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20
Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools. 相似文献