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61.
Maureen Vandermaas-Peeler Caroline Dean Maja Sbahi Biehl Anna Mellman 《Journal of Adventure Education & Outdoor Learning》2019,19(1):43-55
Two studies were conducted in the US and Denmark to examine parents’ beliefs about the importance of play and nature experiences for early childhood development. Thirty parents in the US and 19 parents in Denmark completed semi-structured interviews with quantitative and qualitative elements. Although families in both contexts highly valued outdoor and nature experiences, parents in the Danish context provided a stronger rationale for taking children outdoors regardless of environmental conditions and affording them opportunities to explore freely and take risks. Parents in the US focused mainly on individual developmental benefits of play, whereas parents in Denmark also acknowledged the importance of spending time in nature for society and the environment. The findings provide evidence that sociocultural values and expectations influence parental beliefs and practices regarding outdoor and nature play, and have implications for young children’s play opportunities within and across cultural contexts. 相似文献
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This exploratory qualitative study examined faculty responses to a collegiality-building process called Dialogues. The process used a series of discussions and activities to guide faculty members toward a common, mutually beneficially goal, while changing patterns of interaction. The responses revealed how faculty members experienced collegiality-building practices, including individual reflection, small group discussions, idea generation and prioritization, and consensus-building. The study examined faculty responses within STEM departments. We conclude with recommendations for encouraging inclusive and participatory departmental norms and behaviors in order to promote a positive departmental climate, which is crucial to achieving equity in all disciplines of the academia. 相似文献
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Learner-generated drawing is a strategy that can improve learning from expository text. In this paper, a model of drawing construction is proposed and the experimental design tests hypotheses derived from this model. Fourth and sixth grade participants used drawing under three experimental conditions with two conditions including varying degrees of support. On a problem solving posttest, both supported drawing groups scored higher than the non-drawing Control group. Although the grade by condition interaction was not significant, there was a strong trend in this direction. When sixth grade participants were considered independently, participants in the most supported drawing condition also obtained higher problem solving scores than those who drew without support. There were no significant condition effects for fourth grade nor were there any significant effects on a multiple-choice recognition posttest. Results were consistent with hypotheses and are discussed in light of the proposed theoretical framework. 相似文献
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Maja Kuronja Branka Čagran Majda Schmidt Krajnc 《Emotional and Behavioural Difficulties》2019,24(1):36-49
This study investigates primary school teachers’ sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers’ self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils’ learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils’ engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils’ disruptive behaviour. 相似文献
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A follow-up comparative study of intellectual abilities, personality traits, achievement motivation, general knowledge and educational achievement in math and English was conducted on a 16-17 year old group of sports-youth attending sports classes in grammar school and on the same age group of non-sports-youth attending regular classes. Initially 62 pairs of subjects participated and 54 pairs remained in the study two years later. The study focused on: (a) the differences between the groups with regard to the above-stated dependent variables; (b) the differences within each of the groups within a two-year period. The obtained results point to the conclusion that a suitable combination of flexible organization of academic work and intensive competitive-sports practicing does not have a negative impact either on intellectual and personality development nor on the educational achievements of the sports-youth when compared to their non-sports counterparts. Résumé Une étude comparative longitudinale des compétences intellectuelles, des traits de personnalité, de la motivation pour la réussite, des connaissances générales et des résultats scolaires a été conduite en mathématiques et en anglais chez des élèves de 16-17 ans qui suivent au lycée des classes sportives et chez des élèves du même âge qui suivent une scolarité dans des classes non sportives. Au début il y avait 62 paires d'élèves qui participaient à l'étude; deux ans plus tard il ne restait que 54 paires. L'étude porte sur : (a) les différences entre les deux groupes selon les variables dépendantes indiquées ci-dessus ; (b) les différences intra-groupe sur une période de deux ans. Les résultats obtenus montrent qu'un bon équilibre entre une organisation souple du travail scolaire et une pratique sportive intensive de compétition n'a pas d'effet négatif sur le développement intellectuel et personnel des élèves sportifs, ni sur leurs résultats scolaires lorsqu'on compare ceux-ci à leurs homologues non sportifs. (Traduction: Michel Caillot, Education et Apprentissages, Université René Descartes, Paris) 相似文献
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Maja Plum 《Ethnography and Education》2018,13(2):204-217
Based on fieldwork conducted in two day care centres in Denmark, this paper explores knowledge and action as relational and intertwined phenomena in nursery teaching. Engaging with perspectives from actor network theory, emphasis is put on the socio-material distribution of knowing and acting. That is, how the nursery teacher becomes part of knowledge and action through an assemblage of various elements, such as packed lunches, children, noises, crumbs, another nursery teacher and a bucket. A notion of the sign is developed in which signs can be gestures, words or artefacts stabilised in a web of relations, hereby signalling the kinds of relations that are important to attend to. ‘Signing in’ is a way of becoming part of these relations. Against this background, this paper critically addresses ambitions to professionalise the field of early childhood education and care, questioning the divide between knowledge and action on which such initiatives are based. 相似文献
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Sanja Grkovic Rajko Nikolic Maja Dordevic Ljubomir Stojanov 《Indian journal of clinical biochemistry : IJCB》2005,20(2):178-181
We propose a rapid, simple metodology for routine analysis of human urine to detect vanillylmandelic and homovanillic acid
related to neuroblastoma. The assay were specific capillary gas chromatography with flame ionization detection. In this methodology
an internal standard is used and the procedure involves ethyl ester formation without isolation of the compounds of interest.
The run time is 36 minutes. We also report quantitative results for urinary vanillylmandelic and homovanillic acid in neuroblastoma
patients, demonstrating the diagnostic value of this method. 相似文献
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George Church receives the 2011 Bower Award and Prize for Achievement in Science for innovative and creative contributions to genomic science, including the development of DNA sequencing technologies, and for his subsequent efforts to promote personal genomics and synthetic biology. 相似文献