Exploring pre-service secondary teachers’ understanding of care     

Stella Laletas  Andrea Reupert 《Teachers and Teaching》2016,22(4):485-503

Care in teaching has been widely investigated; however, little research has sought secondary pre-service teachers’ understandings of caring and their potential responsibility to care for students. Accordingly, semi-structured interviews were employed with four focus groups, involving 12 (2 male and 10 female) participants. Data were analysed within a qualitative paradigm using Interpretative Phenomenological Analysis (IPA) and inter-rater reliability. Five overlapping themes were identified, and although many tensions around the ambiguities of establishing appropriate boundaries to care were shown, caring was deemed central by the participants to being effective teachers. Overall, pre-service secondary teachers agreed that neither pedagogy nor discipline strategy would be effective without care. Training implications and suggestions for future research conclude this paper.  相似文献   

Assessment of the Reading Skill Improvement in the Computer-Assisted Teaching of a Foreign Language     

Stella Tzortzidou  George Hassapis 《Education and Information Technologies》2001,6(3):177-191

This article reports the findings of a case study on the influence that the computer-assisted teaching of a foreign language has on the reading skill of elementary school pupils. In fact, it has been investigated the degree to which abilities inferred from the reading process are improved by delivering a typical introductory course of the French language to a Greek speaking target group, based on the use of the generic functions that most of the computer-assisted instructional tools provide. The study was focused on the abilities of perception, information retrieval and concentration and was conducted over a period of three years. It was based on the design and execution of pupil assessment tests on a control and an experimental group per year. At each year, the control group was taught the subject in the traditional textbook-based approach and the experimental group by a computer-assisted approach. The presentation of the textbook teaching material was enhanced with features that only the use of the generic functions of a computer-assisted teaching could offer. An extensive statistical evaluation of the results has disclosed that the use of the computer had definitely a positive influence on the abilities of perception and information retrieval.  相似文献   

Seeds of change for sustainability: developing elementary school students’ environmental literacy and citizenship through school kitchen-gardens communities (Original title in Greek: Σπόροι Αλλαγής και Αειφορίας: Αναπτύσσοντας τον Περιβαλλοντικό Εγγραμματισμό και την Πολιτότητα Μαθητών Δημοτικής Εκπαίδευσης μέσω Κοινοτήτων Σχολικών Λαχανόκηπων)     

Stella Petrou 《Environmental Education Research》2018,24(8)

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The Use of Lego Technologies in Elementary Teacher Preparation     

Stella Hadjiachilleos  Lucy Avraamidou  Stavros Papastavrou 《Journal of Science Education and Technology》2013,22(5):614-629

The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121–140, 1999; Bryan and Atwater in Sci Educ 8(6):821–839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275–284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers’ development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5–6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals.  相似文献   

Audience Studies     

Thomas R. Lindlof  Lea P. Stewart  Stella Ting-Toomey  Doug R. Berdie  James U. McNeal 《Communication Booknotes Quarterly》2013,44(3-4):32-34

NATURAL AUDIENCES: QUALITATIVE RESEARCH OF MEDIA USES AND EFFECTS edited by Thomas R. Lindlof (Norwood, NJ: Ablex, 1987—$37.50)

COMMUNICATION, GENDER, AND SEX ROLES IN DIVERSE INTERACTION CONTEXTS edited by Lea P. Stewart and Stella Ting-Toomey (Norwood, NJ: Ablex, 1987—$35.00)

QUESTIONNAIRES: DESIGN AND USE by Doug R. Berdie, et al. (Metuchen, NJ: Scarecrow, 1986—$22.50)

CHILDREN AS CONSUMERS: INSIGHTS AND IMPLICATIONS by James U. McNeal (Lexington, MA: Lexington/Heath, 1987—$24.95)  相似文献   

Infants make quantity discriminations for substances     

Hespos SJ  Dora B  Rips LJ  Christie S 《Child development》2012,83(2):554-567

Infants can track small groups of solid objects, and infants can respond when these quantities change. But earlier work is equivocal about whether infants can track continuous substances, such as piles of sand. Experiment 1 (N = 88) used a habituation paradigm to show infants can register changes in the size of piles of sand that they see poured from a container when there is a 1-to-4 ratio. Experiment 2 (N = 82) tested whether infants could discriminate a 1-to-2 ratio. The results demonstrate that females could discriminate the difference but males could not. These findings constitute the youngest evidence of successful quantity discriminations for a noncohesive substance and begin to characterize the nature of the representation for noncohesive entities.  相似文献   

Conceptual change in astronomy: Models of the earth and of the day/night cycle in American-Indian children     

Irene-Anna Diakidoy  Stella Vosniadou  Jackson D. Hawks 《European Journal of Psychology of Education - EJPE》1997,12(2):159-184

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The development of reading speed in Italians with dyslexia: a longitudinal study     

Tressoldi PE  Stella G  Faggella M 《Journal of learning disabilities》2001,34(5):414-417

The development of reading speed in Italian children with dyslexia was estimated using individualized growth curves for a group of 38 children with dyslexia tested longitudinally from the second to the eighth grade and compared with typical readers. Their reading speed development followed a linear trend of .3 syllables per second per grade, approximately half the increment observed in typical children reading a passage and similar to typical children's reading of nonword lists. These findings give support to the deficit hypothesis versus the lag hypothesis and to reading speed as the core deficit in dyslexia with transparent orthographies.  相似文献   

Quality assurance in distance education: The challenges to be addressed   总被引：1，自引：0，他引：1  

Antony Stella  A. Gnanam 《Higher Education》2004,47(2):143-160

Integration of technology in all forms ofeducation has narrowed down the gap between theon- and off-campus students and has resulted inthe use of the more broad-based term`distributed learning'. Consequently, distancelearning is seen as a subset of distributedlearning, focusing on students who may beseparated in time and space from their peersand the instructor. The new forms and meaningsit is acquiring, its convergence withtraditional learning and its global impact poseseveral challenges. It has caused a seriousconcern to the governments and the qualityassurance agencies all over the world about thesafety of the national systems, legitimacy ofthe providers, protecting the public from fakeproviders, quality of the offerings etc. thecommon element being `concern for quality'.Many quality assurance agencies have respondedto this need and there is considerable dialogueabout ensuring quality in distance education.Some think that quality assurance practices fordistance education are essentially the same asthose used for traditional education. Othersargue that distance education testsconventional assumptions and hence the presentmechanisms of quality assurance are notadequate to ensure the quality of distanceeducation. This paper highlights the aspects ofdistance education that deviate so markedlyfrom what has been practiced for hundreds ofyears and argues that quality assurance ofdistance education has to be approacheddifferently.  相似文献   

Does domain matter? Monitoring accuracy across domains     

Dentakos  Stella  Saoud  Wafa  Ackerman  Rakefet  Toplak  Maggie E. 《Metacognition and Learning》2019,14(3):413-436

Metacognition and Learning - Confidence and its accuracy have been most commonly examined in domains such as general knowledge and learning, with less study of other domains, such as applied...  相似文献