Curiosity as a personality variable influencing learning in a learner controlled lesson with and without advisement   总被引：2，自引：0，他引：2  

Marilyn P. Arnone  Barbara L. Grabowski  Christopher P. Rynd 《Educational technology research and development : ETR & D》1994,42(1):5-20

This study investigated the effect of curiosity on learning art education facts and concepts by first- and second-graders in computer-based interactive learner control environments with and without advisement. High-curious subjects, who generally prefer a higher degree of unfamiliarity and uncertainty, were predicted to perform better in either learner control environment than low-curious children. All children regardless of curiosity level were expected to perform better in the advisement condition than in the no-advisement condition. As predicted, a significant difference in achievement scores favored the high-curious children in both conditions. Although there was no main treatment effect, exploratory analyses revealed an unpredicted significant interaction between grade level and treatment. First-graders performed significantly better with advisement than without advisement while second-graders performed better without. Examination of treatment usage data indicated that first-graders followed advisement more than did second-graders.  相似文献   

Windows,Bridges and Mirrors: Building Culturally Responsive Early Childhood Classrooms through the Integration of Literacy and the Arts     

Paula G. Purnell  Parveen Ali  Nurun Begum  Marilyn Carter 《Early Childhood Education Journal》2007,34(6):419-424

This article investigates how instructors can utilize the integration of early literacy skills and the arts to cultivate the appreciation and celebration of cultures in early childhood classrooms. The theoretical framework is developed through three personal accounts establishing a rationale for the importance of a viable home to school connection for young children. Finally, the suggested activities support the transference of theory into classroom practice.  相似文献   

Relational and Overt Aggression in Disruptive Adolescents: Prediction from Early Social Representations and Links with Concurrent Problems     

Carolyn Zahn-Waxler  Jong-Hyo Park  Marilyn Essex  Marcia Slattery  Pamela M. Cole 《Early education and development》2013,24(2):259-282

Children's representations of conflict and distress situations at 7 years were examined as developmental precursors to relational aggression, overt aggression, and psychiatric symptoms in early adolescence. Children were identified in early adolescence. Children were identified in preschool as normally developing or with behavior problems. Overt, but not relational, aggression, was correlated with concurrent disruptive symptoms in adolescence. Childhood predictors of adolescent aggression were found only for girls: Early hostile themes predicted more relational and overt aggression, while prosocial themes predicted less relational aggression. Also for girls only, early emotions foretold later functioning: Sadness predicted a higher ratio of relational to overt aggression, while inexpressiveness predicted disruptive, anxiety, and depressive symptoms. Relational and overt aggression are discussed with regard to sex differences in symptom changes over time.  相似文献   

The Flunk Heard Round the World     

Marilyn Cochran-Smith  Curt Dudley-Marling 《Teaching Education》2013,24(1):49-63

In April 1998, the state of Massachusetts implemented its first-ever high-stakes teacher test, requiring a pass of all those who sought a teaching license. Fifty-nine percent of teacher candidates failed, and their flunk was heard in newspaper and television stories around the world. This article presents brief highlights from a study of the impact of the Massachusetts test on teacher education at five higher education sites in the state. Contrary to expectations based on research about the impact of high stakes tests in K-12 schools, the study indicated that the teacher test had little impact on teacher education curriculum or program structures. Drawing on a market-policy lens, the article suggests that, instead, one of the major impacts of the test was its contribution to the grand narrative about teaching and teacher education as culprits in what is wrong with public schools and public education, which in turn supports a larger political agenda for privatization and a market approach to educational reform.  相似文献   

Group comparisons of mathematics performance from a cognitive diagnostic perspective     

Yi-Hsin Chen  John M. Ferron  Marilyn S. Thompson  Joanna S. Gorin  Kikumi K. Tatsuoka 《Educational Research and Evaluation》2013,19(4):325-343

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Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum     

Marilyn Leask 《Technology, Pedagogy and Education》2013,22(1-2):117-134

Abstract

This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation.  相似文献   

Cooperative Trends in Digital Archiving: An Open Discussion     

Marilyn Geller  Daviess Menefee  Eileen Fenton 《期刊图书馆员》2013,64(1-2):155-169

In putting together the NASIG strategy session “Cooperative Trends in Digital Archiving,” the three panelists, Daviess Menefee (Elsevier), Eileen Fenton (Portico), and Marilyn Geller (Lesley University), discussed issues they faced in their own organizations. All three panelists shared concerns about the need for archiving in general and for archiving born digital journals specifically, and about core organizational values that led them to pursue digital archiving. They had common concerns about who should be involved in digital archiving projects and how it should be accomplished. There were some interesting parallels in the decision making process within each organization. In this presentation, each of the panelists discussed how and why they came to their decisions, and how they all relied on the CLIR report, E-Journal Archiving Metes and Bounds, ¹ 1. For more information, please see http://www.clir.org/PUBS/abstract/pub138abst.html View all notes to measure their progress and determine the next steps.  相似文献   

Editorial Peer Review, Its Strengths and Weaknesses: by Ann C. Weller. Medford, NJ: Information Today, for the American Society for Information Science and Technology, 2001. ASIST Monograph Series. 360 pp. $35.60 ASIST members, $44.50 nonmembers (hardcover) ISBN 1-57387-100-1.     

Marilyn Domas White 《Library & information science research》2001,23(4)

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THE EFFECTS OF TEACHING PROBLEM SOLVING ON ACADEMIC PERFORMANCE AND RETENTION     

Marilyn B. Pugh 《Community College Journal of Research & Practice》2013,37(3):339-349

A study of the effects of explicitly teaching a problem‐solving strategy on problem‐solving ability, course average, course success, and student retention is reported. Two classes of microeconomics principles were involved in a quasi‐experiment. The experimental class was explicitly taught the problem‐solving strategy and this strategy was then used to solve microeconomic problems in class. The control class was assigned, solved, and discussed the same problems without being taught the problem‐solving strategy. Multiple regression and analysis of variance show that while teaching problem solving did not significantly affect course average, student success in passing the course or problem solving ability, it did result in significantly higher student retention. Results indicate that teaching problem solving only affects those students with low problem solving abilities who would have dropped out of class, and that teaching this strategy helps them remain in the class and succeed.  相似文献   

INTRODUCTION     

Marilyn Mays  George Ekol  Auxencia Limjap  Yoshitaka Sato 《Community College Journal of Research & Practice》2013,37(5-6):349-353

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