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61.
Suzanne E. Mol Jelle Jolles Tamara Van Batenburg‐Eddes Maureen K. Bult 《Journal of Research in Reading》2016,39(3):253-267
This cross‐sectional survey study examined the relation between mental imagery (i.e., seeing images of a story ‘in the mind's eye’) and perceived self‐competence in reading. The study was conducted with a group of seventh‐grade to ninth‐grade students in the prevocational educational track of secondary schools in the Netherlands and their parents. Results showed a moderate relation between mental imagery and self‐competence beliefs, also after controlling for the quality of students' home literacy environment. Examination of gender differences revealed that girls outperformed boys in self‐competence beliefs. Furthermore, boys perceived themselves as better readers when their parents had higher mental imagery skills. No direct relation was found between parents' and adolescents' mental imagery skills. These findings imply that parents and teachers may need to be made aware of the importance of mental imagery strategies as it may enhance the reading experiences of boys as well as girls. 相似文献
62.
Tamara Welschot 《Tertiary Education and Management》2003,9(4):341-347
Instructions for Authors
Instructions for Authors 相似文献63.
Tamara R. Henry 《Religious education (Chicago, Ill.)》2019,114(3):362-368
AbstractThe 2018 Religious Education Association (REA) meeting, Beyond White Normativity: Creating Brave Spaces shed light for many on the failure of the REA to effectively confront the reality of white racial bias within its systemic and structural practices. This essay reflects on four specific ways these challenges emerged during the 2018 session and highlights strategies for how the association might continue the effort to address explicit and implicit racism in its midst. 相似文献
64.
Tamara Savelyeva 《Learning Environments Research》2012,15(1):65-79
My research problem is based on the lack of unifying conceptual cohesion between the discourses concerning cognitive and instructional aspects of learning environments (LE). I contrast that lack with practical developments of LE studies connected at the level of practical implementation and evaluation. Next, I briefly review the LE boundaries, which are established within cognitive and instructional domains of LE research. This study aims to bring the aforementioned discourses together via reconsidering and clarifying LE conceptual understandings. Using the case of a global seminar project (GSP), my goal is to define an LE as a conceptual phenomenon and a practical model with the two objectives of determining the GSP??s components that establish the course in a context of higher education; and the GSP??s specific contributions to deep learning. Within a qualitative research framework, I used three forms of data collection: 20 open-ended interviews of the GSP instructors; 11 direct observations of the GSP classroom; and the GSP??s written documents and artifacts. Noting the contextual significance of the suggested LE framework that resulted from this study, I propose a definition of an LE as a conceptual phenomenon and educational model. Here, I introduce the key understandings of an LE and outline its significance based on a broader analysis of the results. I conclude with an interpretation of the results and potential limitations of my approach. 相似文献
65.
Tamara Lemerise Claude Dessurealt Lucille Marcotte 《Educational Studies in Mathematics》1992,23(4):351-382
Résumé Un environnement pédagogique propice à l'acquisition et à l'expression des habiletés procédurales en Logo est mis au point et accueille des enfants de 10–12 ans dans un projet d'une durée de 8 mois. Dans des phases successives de familiarisation et d'évaluation des compétences, on propose aux 10 participants une série de mises en situation requérant la manipulation de procédures en programmation Logo. Une analyse des comportements des enfants en termes de leurs habiletés fines et distinctes permet d'observer leur compétence et intérêt à manipuler des procédures. La discussion met en perspective l'importance des habiletés acquises et retrace les conditions environnementales qui en favorisent et supportent l'expression. Les limites dans les compétences observées sont aussi soulignées, ceci dans une perspective d'identification des étapes encore à parcourir dans la poursuite de l'acquisition et de la maîtrise des habiletés procédurales.
A learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10 to 12 year range. In successive phases of familiarization and evaluation of competence over an eight month period, ten participants were placed in a series of situations that required them to manipulate programming procedures in LOGO. A fine-grained analysis of each of the children's behavior revealed their competence and interest in manipulating procedures. The importance of the acquired skills and the environmental conditions that favor and support their expression are discussed. Limits in the competencies observed are highlighted in order to identify the further steps to be taken in the acquisition and mastery of procedural skills.相似文献
66.
Loibl Katharina Tillema Marcel Rummel Nikol van Gog Tamara 《Instructional Science》2020,48(2):115-136
Instructional Science - Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior... 相似文献
67.
D. Ray Reutzel Cindy D. Jones Sarah K. Clark Tamara Kumar 《The Journal of educational research》2016,109(1):81-98
There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending informational texts. The authors report the development of the Informational Text Structure Survey (ITS2). Prior to training, primary grade teachers demonstrated low accuracy and reliability in identifying traditional expository text structures in well-structured children's grade level–appropriate informational texts. Results after training with the ITS2 instrument showed significant improvements in the teachers’ accuracy and reliability in identifying traditional informational text structures in well-structured children's grade level–appropriate informational texts after training with the ITS2 instrument. 相似文献
68.
The research on worked examples has shown thatfor novices, studying worked examples is oftena more effective and efficient way of learningthan solving conventional problems. Thistheoretical paper argues that addingprocess-oriented information to worked examplescan further enhance transfer performance,especially for complex cognitive skills withmultiple possible solution paths.Process-oriented information refers to theprincipled (``why'') and strategic (``how'')information that experts use when solvingproblems. From a cognitive load perspective,studying the expert's ``why'' and ``how''information can be seen as constituting agermane cognitive load, which can fosterstudents' understanding of the principles of adomain and the rationale behind the selectedoperators, and their knowledge about howexperts select a strategy, respectively. Issueswith regard to the design, implementation, andassessment of effects of process-orientedworked examples are discussed, as well as thequestions they raise for future research. 相似文献
69.
Toby Park Chenoa S. Woods Keith Richard David Tandberg Shouping Hu Tamara Bertrand Jones 《Innovative Higher Education》2016,41(3):221-236
Historically, college students needing additional academic preparation have been assigned to developmental/remedial courses. In 2013 Florida took a drastic departure from this model by passing Senate Bill 1720, which prohibited institutions from requiring placement tests and made developmental education optional for many students, regardless of prior academic preparation. For this pilot study we conducted a survey at two colleges in the Florida College System to begin to understand the kinds of courses students will take now that developmental education is optional and the factors that students considered when making their course enrollment decisions. 相似文献
70.
Children's conceptions of the self-conscious emotions guilt versus shame were investigated. In Study 1, 10–12-year-old children answered questions about scenarios that should elicit feelings of guilt and/or shame (moral transgressions and social blunders). In Study 2, 7–9- and 10–12-year-old children completed a sorting task to ascertain the features they associate with guilt and shame. Feelings of guilt were aroused by moral norm violations. Guilt feelings were also seen as involving an approach-avoidance conflict with respect to the victim, self-criticism, remorse, desire to make amends, and fear of punishment. Feelings of shame resulted from both moral transgressions and social blunders. Younger children associated shame with embarrassment, blushing, ridicule, and escape. Older children additionally characterized shame as feeling stupid, being incapable of doing things right, and not being able to look at others. 相似文献