Children seek help based on how others learn     

Sophie Bridgers  Costanza De Simone  Hyowon Gweon  Azzurra Ruggeri 《Child development》2023,94(5):1259-1280

Do children consider how others learned when seeking help? Across three experiments, German children (N = 536 3-to-8 year olds, 49% female, majority White, tested 2017–2019) preferred to learn from successful active learners selectively by context: They sought help solving a problem from a learner who had independently discovered the solution to a previous problem over those who had learned through instruction or observation, but only when the current problem was novel, yet related, to the learners' problem (Experiment 1). Older, but not younger, children preferred the active learner even when she was offered help (Experiment 2), though only when her discovery was deliberate (Experiment 3). Although a preference to learn from successful active learners emerges early, a genuine appreciation for process beyond outcome increases across childhood.  相似文献   

The post-war shaping of general relativity and gravitation studies     

Turchetti  Simone 《Metascience》2020,29(1):59-61

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Gender and career optimism—The effects of gender‐specific perceptions of lecturer support,career barriers and self‐efficacy on career optimism     

Stephanie C. Aymans  Timo Kortsch  Simone Kauffeld 《Higher Education Quarterly》2020,74(3):273-289

Female university graduates tend to have less career success than their male counterparts. Career optimism is considered a crucial predictor of future career success, but little is known about predictors of career optimism. Based on Social Cognitive Career Theory (SCCT), we hypothesised that both perceived lecturer support and perceived career barriers impact career optimism via students’ self‐efficacy, and differentiated the model along gender lines using a subgroup path analysis. Two hundred and thirty‐two undergraduate psychology students from German universities answered an online questionnaire. Results revealed that the expected indirect effect of perceived lecturer support and perceived career barriers on career optimism via self‐efficacy was only identifiable in women. For men, we found a direct connection between perceived lecturer support and career optimism, as well as that an increase in perceived career barriers reduced males’ self‐efficacy. We were unable to identify any sex differences in career optimism.  相似文献   

Reflecting on the work of preparing teachers     

Anne McMaugh  David Saltmarsh  Simone White  Jo‐Anne Reid  Ninetta Santoro  Nan Bahr 《Asia-Pacific Journal of Teacher Education》2009,37(1):1-4

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Long-Term Relations Between Children’s Language,the Home Literacy Environment,and Socioemotional Development From Ages 3 to 8     

Elisabeth Rose  Simone Lehrl  Susanne Ebert  Sabine Weinert 《Early education and development》2018,29(3):342-356

Research Findings: This study investigated the long-term interrelations among children’s language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and teachers reported on cooperative behavior, physical aggression, and emotional self-regulation. Language was assessed using established test instruments. HLE was operationalized by the number of books in the household, the frequency of shared book reading, and an observation during shared book reading. Path analyses supported effects of language and HLE at age 3 on all 3 indicators of socioemotional development over the 5-year period. An additional mediational analysis revealed different patterns of results depending on the aspect of socioemotional competency under study. Although the effect of early language and HLE at age 3 on cooperative and (low) aggressive behavior at age 8 was partially mediated by language at age 5, children’s early language at age 3 was the best predictor of the development of emotional self-regulation. Practice or Policy: Findings identify a rich HLE and proper language skills as protective factors for socioemotional development in not-at-risk children; these factors should be further established in social skills training.  相似文献   

Learning strategies and learning-related emotions among teacher trainees     

Simone Wittmann 《Teaching and Teacher Education》2011,27(3):524-532

Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875 people took part in the study, of whom n = 135 German teacher trainees participated again after two years.There are national differences both in the numbers of students allocated to the identified learning strategy clusters, and in the balance of learning-related emotions. In both areas, the Swedish students show more favourable configurations.  相似文献   

Intercultural interactions of mono-cultural,mono-lingual local students in small group learning activities: a Bourdieusian analysis     

Cassandra Colvin  Farida Fozdar  Simone Volet 《British Journal of Sociology of Education》2015,36(3):414-433

This research examines the understandings and experiences of mono-cultural, mono-lingual local students in relation to intercultural interactions within small group learning activities at university. Bourdieu’s concepts of field, habitus and capital are employed to illuminate a number of barriers to intercultural interaction. Using qualitative analysis of interviews with local students, the study revealed intercultural interactions to be co-shaped by multiple co-existing, interdependent and often competing structural and contextual elements, as well as the personal dispositions that students bring to the classroom. The field tends to privilege the capital held by local students (knowledge of small group work, verbal confidence, language), and imposes structural limits on interactions. While students' habitus mediates this effect, the overall result discourages interactions between local students and those from different cultural backgrounds. Implications for universities are discussed.  相似文献   

Meeting in the circle: examining identity,attitudes, and pedagogy in the context of an early childhood teacher education program in the United States     

Simone DeVore  Robin Fox  Lucy Heimer  Brooke Winchell 《Early Years: An International Journal of Research and Development》2015,35(4):394-410

As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.  相似文献   

Inoculation against Wonder: Finding an antidote in Camus,pragmatism and the community of inquiry     

Gilbert Burgh  Simone Thornton 《Educational Philosophy and Theory》2016,48(9):884-898

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.  相似文献   

On cross-lingual retrieval with multilingual text encoders     

Litschko  Robert  Vulić  Ivan  Ponzetto  Simone Paolo  Glavaš  Goran 《Information Retrieval》2022,25(2):149-183

Information Retrieval Journal - Pretrained multilingual text encoders based on neural transformer architectures, such as multilingual BERT (mBERT) and XLM, have recently become a default paradigm...  相似文献