Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program   总被引：1，自引：0，他引：1  

Robert A. Ellis  Charlotte E. Taylor  Helen Drury 《高等教育研究与发展》2007,26(3):297-311

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.  相似文献   

Editors’ Report          下载免费PDF全文

Mark Connolly  Carina Girvan  Sally Power  Chris Taylor 《British Educational Research Journal》2016,42(1):1-4

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Book reviews     

William D. Taylor  Wesley C. Meierhenry 《Educational technology research and development : ETR & D》1983,31(2):123-125

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Undergraduate non-completion rates: a reply     

Jill Johnes  Jim Taylor 《Higher Education》1990,19(3):385-390

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PEER AND TEACHER PREFERENCE,STUDENT–TEACHER RELATIONSHIPS,STUDENT ETHNICITY,AND PEER VICTIMIZATION IN ELEMENTARY SCHOOL     

Feihong Wang  Kevin A. Leary  Lorraine C. Taylor  Melissa E. Derosier 《Psychology in the schools》2016,53(5):488-501

This research was supported, in part, by a grant from the National Institute for Mental Health (5R44MH07071‐03) awarded to Dr. Melissa E. DeRosier. Additional support comes from an Institute of Education Sciences post‐doctoral fellowship training award to the University of Florida (R324B1200002). The research was conducted at 3‐C Institute. The authors thank the staff and students of the Wake County Public School System in North Carolina for their cooperation and support in the implementation of this research project. In addition, the authors thank Drs. Janey McMillen, Natalie O'Brian, and Melanie Wilson for their invaluable efforts as project coordinators, as well as the many interns of the 3‐C Institute for their assistance in successfully completing this research project.  相似文献   

Teacher transmission-interpretation and students' attitudes to science     

P. L. Gardner  E. E. Gray  S. M. Taylor 《Research in Science Education》1981,11(1):171-179

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Prevalence,School Progress and Referral of Mildly Retarded Children in Regular Classes     

Tony Cooper  Keri Wilton  Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11

This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services.  相似文献   

The Benjamin Franklin Medal in Life Science presented to Judah Folkman     

Janice Taylor Gordon^{Author Vitae} 《Journal of The Franklin Institute》2002,339(3):321-333

The Franklin Institute, Philadelphia, Pennsylvania awarded the 2001 Benjamin Franklin Medal in Life Science to Judah Folkman for his founding of the field of angiogenesis research and demonstration that angiogenesis is a necessary factor in the conversion of abnormal cells to malignant tumors.  相似文献   

The role of gender constancy in early gender development     

Ruble DN  Taylor LJ  Cyphers L  Greulich FK  Lurye LE  Shrout PE 《Child development》2007,78(4):1121-1136

Kohlberg's (1966) hypothesis that the attainment of gender constancy motivates children to attend to gender norms was reevaluated by examining these links in relation to age. Ninety-four 3- to 7-year-old children were interviewed to assess whether and how constancy mediates age-related changes in gender-related beliefs. As expected, results indicated a general pattern of an increase in stereotype knowledge, the importance and positive evaluation of one's own gender category, and rigidity of beliefs between the ages of 3 and 5. Moreover, the stability phase, rather than full constancy, mediated some of these relations. After age 5, rigidity generally decreased with age, with relations primarily mediated by consistency.  相似文献   

Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children: a cumulative stressors model   总被引：2，自引：0，他引：2  

Jaffee SR  Caspi A  Moffitt TE  Polo-Tomás M  Taylor A 《Child abuse & neglect》2007,31(3):231-253

OBJECTIVE: Children who are physically maltreated are at risk of a range of adverse outcomes in childhood and adulthood, but some children who are maltreated manage to function well despite their history of adversity. Which individual, family, and neighborhood characteristics distinguish resilient from non-resilient maltreated children? Do children's individual strengths promote resilience even when children are exposed to multiple family and neighborhood stressors (cumulative stressors model)? METHODS: Data were from the Environmental Risk Longitudinal Study which describes a nationally representative sample of 1,116 twin pairs and their families. Families were home-visited when the twins were 5 and 7 years old, and teachers provided information about children's behavior at school. Interviewers rated the likelihood that children had been maltreated based on mothers' reports of harm to the child and child welfare involvement with the family. RESULTS: Resilient children were those who engaged in normative levels of antisocial behavior despite having been maltreated. Boys (but not girls) who had above-average intelligence and whose parents had relatively few symptoms of antisocial personality were more likely to be resilient versus non-resilient to maltreatment. Children whose parents had substance use problems and who lived in relatively high crime neighborhoods that were low on social cohesion and informal social control were less likely to be resilient versus non-resilient to maltreatment. Consistent with a cumulative stressors model of children's adaptation, individual strengths distinguished resilient from non-resilient children under conditions of low, but not high, family and neighborhood stress. CONCLUSION: These findings suggest that for children residing in multi-problem families, personal resources may not be sufficient to promote their adaptive functioning.  相似文献