Teaching and learning about solid waste: aspects of content knowledge     

Heloisa Chalmers Sisla Cinquetti  Luiz Marcelo de Carvalho 《Environmental Education Research》2007,13(5):565-577

This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school‐based meetings. We analyse elements of teachers' reflections whilst referring to three dimensions of environmental education: knowledge, values (ethic and aesthetic), and political participation. We identify which dimensions are predominant, or absent, and the aspects included and developed in projects elaborated by teachers. The results raise issues we consider important to support teacher education and curriculum programmes and help teachers develop more substantial, critical and effective projects about the subject.  相似文献   

Strategies to regulate content development and interactivity in the classroom     

Isabel Gómez Alemany  Teresa Mauri Majós 《European Journal of Psychology of Education - EJPE》2000,15(2):157-171

The teaching-learning process is an interactive process controlled by a series of regulatory mechanisms. This article reports on a study of teacher regulation of classroom activity and teacher-student behavior. The analysis of this behavior can provide a better understanding of what happens during a class session, the context in which students construct meaning and progressively acquire greater control of their own learning process. The strategies employed by the teacher to regulate, the teaching-learning can be classified in two categories: those directed primarily towards regulating the social structure of participation and those directed primarily towards regulating content development and the learning task. This article identifies and analyzes instances of the second kind of strategy, though both kinds are often simultaneous, inter-related and mutually supportive. The investigation reported here was based on the observation, recording and analysis of teacher-student interaction in Social Studies classes in a secondary school in Spain.  相似文献   

History, Philosophy and Science Teaching: Some Answers to “How?”     

Anna Maria Pessoa De Carvalho  Andréa Infantosi Vannucchi 《Science & Education》2000,9(5):427-448

The study of the history and philosophy of science in school science courses is highly recommended. This paper deals with the methodological aspects derived from research in science education and how they have to be taken into account in order to generate effective classroom activities, so that history and philosophy are not relegated to the status of additional rhetoric of conclusions in an extensive curricula. This is illustrated with the analysis of episodes ___ transcribed from videotape records ___ which took place when such activity was introduced into high school physics classes. This analysis has shown that students, when working in cooperative groups over problematic historical episodes, may come to discuss essential features of science. This not only provides a more realistic view of science, but also enhances cognitive and argumentation skills, besides emphasizing the importance of teachers' guidance.  相似文献   

Teachers' Understandings of Dyslexia: Implications for educational psychology practice     

Teresa Regan  Kevin Woods 《Educational Psychology in Practice》2000,16(3):333-347

This study examines teachers' understandings of dyslexia and its assessment by educational psychologists. Participants are 36 teachers in two focus groups. The results are discussed in the light of the Division of Educational and Child Psychology report on 'Dyslexia, Literacy and Psychological Assessment'. Proposals are considered for effective educational psychology practice and for further research useful to practice in this area.  相似文献   

Experiences of Being Heterosexual Allies to Lesbian,Gay, and Bisexual People: A Qualitative Exploration     

Teresa M. DiStefano  James M. Croteau  Mary Z. Anderson  Sheila Kampa‐Kokesch  Melissa A. Bullard 《Journal of College Counseling》2000,3(2):131-141

In this qualitative study, heterosexual professionals with an interest in lesbian, gay, and bisexual (LGB) issues were surveyed about their ally work with LGB people. Data were analyzed to describe participants' experiences. Results are discussed in terms of implications for counseling and student affairs professionals who engage in LGB‐affirmative work.  相似文献   

Modeling the Mediating Role of Volition in the Learning Process     

Teresa Garcia  Erin J. McCann  Jeannine E. Turner  Linda Roska 《Contemporary educational psychology》1998,23(4):392-418

According to action-control theory, volition plays a mediating role between the intention to learn (motivation) and goal-directed behavior (the use of learning strategies). Although extensive theoretical work has been done to document this flow of events, more empirical studies have been needed to identify the specific means by which volitional control protects the intention to learn and maintains the attempts to learn; our intention here was to address this gap in the literature. Using data from a sample of 487 college students in two different domains, we found that the positive effects of intrinsic goal orientation and self-efficacy on cognitive engagement were augmented by volitional control. We also found that the effects of volition differed by domain as well as by the type of learning strategy being considered. These results suggest that volitional control merits greater attention from those doing research in self-regulated learning.  相似文献   

Assessing the effectiveness of the Eureka Program     

Cristina Bayona-Sáez  Teresa García-Marco 《Research Policy》2010,39(10):1375-1386

The aim of this paper is to test whether participation in a European public initiative to support market-oriented R&D, such as the Eureka Program, has a positive impact on the performance of participating firms and, if so, how long it is before the impact becomes apparent. These issues are explored using a dynamic panel data model covering the period 1994–2003, for a sample of 866 European firms, 284 of which completed a Eureka project during the period of analysis. The results show how the completion of a Eureka project has a positive influence over firm performance measured as return over assets (ROA), although the effect does not manifest itself until a year after project completion. Nevertheless, when the sample is divided by sector, it is obtained that, while manufacturing firms follow the general pattern of a positive effect appearing a year after project completion, the effect in non-manufacturing firms is already apparent during the year of completion.  相似文献   

Implementing telemedicine through eListening in hospital-in-the-home units     

Juan-Gabriel Cegarra-Navarro  Maria Teresa Sánchez-Polo 《International Journal of Information Management》2010

Listening to patients and translating what is heard into an action plan is a mark of a successful hospital-in-the-home unit. This paper recommends eListening as the core element for hospital-in-the-home unit performance and illustrates this suggestion with an empirical study. In order to achieve this, we examine the relative importance and significance of telemedicine technologies and the level of performance related to eListening through an empirical investigation of 252 patients who belonged to a hospital-in-the-home unit (HHU) within a Spanish Regional Hospital. The results are then calculated using structural equation modelling. This leads to the main conclusion that a major hospital-in-the-home unit's ‘performance’ is unlikely to be successful without embracing eListening.  相似文献   

Student's interaction with computer representations: Analysis of discourse in laboratory groups     

Gregory J. Kelly  Teresa Crawford 《科学教学研究杂志》1996,33(7):693-707

Language use in student laboratory groups makes apparent students' conceptions in science, their interpretation of the activity or task, and the negotiation of the roles of the members. This article reports on a methodological approach to analyze student discourse systematically. Four Grade 12 lab groups working on microcomputer-based laboratories (MBL) are the focus of the study. The MBL experiences were used to help students link oscillatory motion to graphical representations. Study of student discourse reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Developing a better understanding of the role of the computer in student conversations suggests ways to fruitfully construct contexts for learning physics. © 1996 John Wiley & Sons, Inc.  相似文献   

The relationship between the WISC-III and the WRAT3 in a sample of rural referred children     

Teresa D. Smith  Billy L. Smith  Maleah M. Smithson 《Psychology in the schools》1995,32(4):291-295

The purpose of the present study was to examine the relationship between the Wechsler Intelligence Test for Children-III and the Wide Range Achievement Test, 3rd Edition. The study investigated the scores of 37 children in a rural Arkansas school district who were referred for evaluation because of academic difficulties. The children ranged in age from 6 to 16 years and included 35 Whites and 2 Blacks, with 22 males and 15 females. The findings indicated that the WRAT3 correlations with the WISC-III ranged from .42 to .66. These findings are consistent with others on the general correlations between IQ and achievement test scores.  相似文献