Compatibility Effects in Young Children's Tool Use: Learning and Transfer     

Miriam Beisert  Moritz M. Daum 《Child development》2021,92(1):e76-e90

An inherent component of tool-use actions is the transformation of the user's operating movement into the desired effect. In this study, the relevance of this transformation for young children's learning of tool-use actions was investigated. Sixty-four children at the age of 27–30 months learned to use levers which either simply extended (compatible transformation) or reversed (incompatible transformation) their operating movements. Data revealed a compatibility effect as well as transfer effects originating from the two different types of transformations. Furthermore, results suggest that young children's tool-use learning is not a uniform process, but has to be regarded individually depending on the type of transformation.  相似文献   

The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis     

McBreen  Miriam  Savage  Robert 《Educational Psychology Review》2021,33(3):1125-1163

Educational Psychology Review - This systematic review and meta-analysis explores the impact of motivational reading interventions on the reading achievement and reading motivation of school-age...  相似文献   

School books or wedding dresses? Examining the cultural dissonance experienced by young Gypsy/Traveller women in secondary education     

Paula Hamilton 《Gender and education》2018,30(7):829-845

Although considerable attention has been given to issues impacting on the educational experiences of Gypsy/Traveller learners in the UK, most of the literature is oriented towards ethnicity rather than gender. This paper illuminates the experiences of young Gypsy/Traveller women who are engaging with secondary education, and functioning in a dual cultural framework, in a time of increased gender equality. The intersectionality of culture, class and religion frequently conflicts with the notions of gender equality and education, requiring young women to make difficult choices. It is suggested there is an urgent need to problematise and deconstruct stereotypes typically held about Gypsy/Traveller girls, as not all young women feel disengaged, restricted, excluded and in conflict. While some young women, as is their right, wish to conform to cultural-gendered norms, this study has revealed some strong, resilient women who critically challenge values and norms within their community, which negate their right to a full education, to bring about positive change.  相似文献   

The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia     

Lorna G. Hamilton  Marianna E. Hayiou-Thomas  Charles Hulme  Margaret J. Snowling 《Scientific Studies of Reading》2016,20(5):401-419

The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness, and emergent decoding) in both groups. Findings are discussed in terms of possible gene–environment correlation mechanisms underpinning atypical literacy development.  相似文献   

How International Large-Scale Skills Assessments engage with national actors: mobilising networks through policy,media and public knowledge     

Mary Hamilton 《Critical Studies in Education》2017,58(3):280-294

ABSTRACT

This paper examines how international, large-scale skills assessments (ILSAs) engage with the broader societies they seek to serve and improve. It looks particularly at the discursive work that is done by different interest groups and the media through which the findings become part of public conversations and are translated into usable form in policy arenas. The paper discusses how individual countries are mobilised to participate in international surveys, how the public release of findings is managed and what is known from current research about how the findings are reported and interpreted in the media. Research in this area shows that international and national actors engage actively and strategically with ILSAs, to influence the interpretation of findings and subsequent policy outcomes. However, these efforts are indeterminate and this paper argues that it is at the more profound level of the public imagination of education outcomes and of the evidence needed to know about these that ILSAs achieve their most totalising effects.  相似文献   

Replicating Freeman's recursive adjustment model of demand for higher education     

John R. Wish  William D. Hamilton 《Research in higher education》1980,12(1):83-95

During the 1950s and 1960s, most colleges and universities enjoyed rapid student enrollment increases and liberally expanded their programs and physical facilities accordingly. But the economic, fiscal, and social developments of the 1970s have reduced income sources, increased costs, and diminished traditional student populations. Richard Freeman's work on the demand for higher education and the future worth of a college degree has become a major source of controversy among academicians. To establish a relationship between college attendance and the college job market, Freeman employed a three-equation model to analyze the causative supply and demand determinants. In this paper, we examine the viability of Freeman's Recursive Adjustment Model as a management tool for explaining and predicting enrollments and the job market using macro and micro cases.Presented at the Nineteenth Annual Forum of the Association for Institutional Research, San Diego, California, May 1979.  相似文献   

Presence in context: Teachers’ negotiations with the relational environment of school     

Vicki Stieha  Miriam Raider-Roth 《Journal of Educational Change》2012,13(4):511-534

This inquiry research builds on the theory of presence in teaching (Rodgers and Raider-Roth 2006) adding nuanced understandings of how school contexts play into teachers’ abilities to support students’ learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers’ written work, and field observations. Illustrating these findings is the compelling story of an exemplary teacher’s negotiations of her practice in response to the school’s relational environment. Our findings point to the teacher’s sense of isolation and vulnerability–indicators of the relational context in the school as a threat to undermining her presence. They also create a compelling argument for the importance of a healthy relational context to support teachers’ most powerful teaching, hence students’ learning.  相似文献   

Developing modules of industrial instruction. Individualized modules facilitate CBE and are useful in traditional instruction     

James B. Hamilton 《Performance Improvement》1983,22(3):10-12

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