Losing heart     

Gould D 《New scientist (1971)》1982,95(1323):787-788

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The development of personalized inferences: understanding other people's emotional reactions in light of their prior experiences   总被引：1，自引：0，他引：1  

J Gnepp  M E Gould 《Child development》1985,56(6):1455-1464

We examined children's ability to take another person's prior experiences into account when making inferences about that person's current emotional reactions. Kindergartners, second graders, fifth graders, and college students were told stories in which the first event might reasonably change the protagonist's appraisal of the second event. Subjects were asked to predict and explain the protagonist's appraisal of the second event. There was a gradual age-related increase in the ability to interpret an event from another person's perspective in light of that person's prior experiences. Various alternative explanations for this developmental trend are considered. These are evaluated using data from subjects who received prompts or who heard partial stories (containing only the first event or only the second event).  相似文献   

The ability to understand and use conceptual change pedagogy as a function of prior content learning experience     

Ren T. Stofflett  Trish Stoddart 《科学教学研究杂志》1994,31(1):31-51

This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.  相似文献   

Informed consent     

Gould D 《New scientist (1971)》1978,79(1120):746

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Promoting the social inclusion and academic progress of Gypsy,Roma and Traveller children: a secondary school case study     

Siobhan Gould 《Educational Psychology in Practice》2017,33(2):126-148

The aim of this study was to identify support strategies used to promote “social inclusion” and “academic progress” of Key Stage 3 and 4 Gypsy, Roma and Traveller (GRT) pupils. The study used an interpretivist approach, incorporating an embedded single case study with several participant groups, namely GRT pupils, GRT parents, school staff and supporting professionals. The data were collected using interviews, focus groups and questionnaires and were analysed using explanation building – a pattern matching technique which uses theoretical propositions (generated from existing research) to guide analysis and organise data. The study identified one consistent strategy (focussed staff support) to promote both the social inclusion and the academic progress of GRT pupils, and several additional strategies to address each of these areas. The focussed staff support consisted of a dedicated staff member employed to support GRT pupils and families, and act as a consultant for other members of school staff.  相似文献   

MicroObservatory Net: A Network of Automated Remote Telescopes Dedicated to Educational Use     

Philip M. Sadler  Roy R. Gould  P. Steven Leiker  Paul R. A. Antonucci  Robert Kimberk  Freeman S. Deutsch  Beth Hoffman  Mary Dussault  Adam Contos  Kenneth Brecher  Linda French 《Journal of Science Education and Technology》2001,10(1):39-55

Many students have a deep interest in astronomy, but a limited opportunity to use telescopes to explore the heavens. The MicroObservatory Network of automated telescopes is designed to provide access to classroom teachers who wish their students to conduct projects over the World Wide Web. The intuitive interface makes it easy for even 10-year-olds to take pictures. Telescopes can be remotely pointed and focused: filters, field of view, and exposure times can be changed easily. Images are archived at the website, along with sample challenges and a user bulletin board, all of which encourage collaboration among schools. Wide geographic separation of instruments provides access to distant night skies during local daytime. Since first light in 1995, we have learned much about remote troubleshooting, designing for unattended use, and for acquiring the kinds of images that students desire. This network can be scaled up from its present capability of 240,000 images each year to provide telescope access for all US students with an interest in astronomy. Our WWW address is http://mo-www.harvard.edu/MicroObservatory/  相似文献   

Why public primary schools can,and should,adopt developmentally appropriate practice     

Nora Palmer Gould 《Early Childhood Education Journal》1992,20(2):46-47

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Serving Indiana's Emergent Bilingual Immigrant (EBI) Youth: A Collective Case Study of EBI Teacher Educators     

Trish Morita-Mullaney  Lynne Stallings 《The Teacher Educator》2018,53(3):293-312

ABSTRACT

Unlike states with established immigrant populations, Indiana is a new immigration gateway state that is developing its infrastructure to address immigrant needs. Indiana's English learner (EL) population between 1999 and 2018 has grown by 550% from 9,114 to 59,255 students. Of the current 59,255 ELs in K–12 schools, 24% are immigrants. Employing a collective case study, this article examines how Indiana university faculty prepare pre- and inservice teachers to address the needs of emergent bilingual immigrant (EBI) youth. While there are institutional constraints that impact how EBI youth needs are met, faculty in EL licensure programs are addressing these needs by explicitly facilitating activities that promote respect and develop empathy through perspective sharing. Despite underdeveloped social infrastructures for EBI youth and EBI teachers in Indiana schools, implications suggest that a methodical inclusion of immigration history, perspective-taking, and critical self-reflection can facilitate teacher identity development, and foster their stances of advocacy for EBIs.  相似文献   

Work placement experience: should I stay or should I go?   总被引：1，自引：1，他引：0  

Kate Bullock  Virginia Gould  Momna Hejmadi  Gary Lock 《高等教育研究与发展》2009,28(5):481-494

The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences.  相似文献   

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey          下载免费PDF全文

April Richardson‐Hatcher  Brian MacPherson  Douglas Gould  Jennifer Brueckner‐Collins 《Anatomical sciences education》2018,11(5):516-524

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.  相似文献