Physical Similarity and Young Children''s Understanding of Scale Models   总被引：1，自引：0，他引：1  

Judy S. DeLoache  Valerie Kolstad  Kathy N. Anderson 《Child development》1991,62(1):111-126

Young children's understanding of the correspondence between a scale model and a larger space is affected by the degree of physical similarity between the 2 spaces. In 4 studies, children between 2.5 and 3.5 years of age watched as a miniature toy was hidden somewhere in a scale model of a room. They were then asked to find an analogous toy that was hidden in the corresponding place in the room itself. The effects of different levels of 3 types of physical similarity were investigated. In general, the children's retrieval scores increased as a function of increasing similarity, although younger children required a higher degree of similarity to appreciate the model-room correspondence than did older children. Some types of similarity were more important than others: The level of similarity between the objects within the 2 spaces and of the overall size of the spaces both had large effects on the children's performance. Similarity presumably affects accessibility, the likelihood that children's representation of one space will provide access to their representation of the other space.  相似文献   

How Do We Train Our Future Faculty to Teach? A Multidisciplinary Comparison of Graduate-Level Pedagogy Courses Offered at a Large Midwestern University     

Valerie Dean O'Loughlin  Catherine Sherwood-Laughlin  Jennifer Meta Robinson 《College Teaching》2017,65(4):172-181

This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a statement of teaching philosophy is presented to the class. This research connects the analyses of individual pedagogy courses with the few national studies on teacher training, outlines assumptions about an emerging field, and lays groundwork for a comprehensive study of the landscape and outcomes of graduate pedagogy courses nationwide.  相似文献   

The Mentoring Profile Inventory: an online professional development resource for cooperating teachers     

Anthony Clarke  John Collins  Valerie Triggs  Wendy Nielsen  Ann Augustine  Dianne Coulter 《Teaching Education》2013,24(2):167-194

We report on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. The Mentoring Profile Inventory (MPI) helps quantify important features of both the motivating and challenging aspects of mentoring student teachers and provides results to respondents in a graphic, easy-to-understand and immediate feedback report (14 sub-scales and 3 summary charts). Psychometric properties of the MPI are shown to be robust. Results can be used individually or collectively to facilitate cooperating teacher professional development by providing the opportunity for dialog around a set of common issues.  相似文献   

Virtual microscopy is a superior and reputable pedagogical tool for histology learning: Response to Xu     

Valerie Dean O'Loughlin  Larissa M. Collier  Stacey Dunham  Mark W. Braun 《Anatomical sciences education》2013,6(2):139-140

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Connection,Challenge, and Change: The Narratives of University Students Mentoring Young Indigenous Australians     

Sarah O’Shea  Valerie Harwood  Lisa Kervin  Nici Humphry 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):392-411

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Two representations of the research process: The preparing,searching, and using (PSU) and the beginning,acting and telling (BAT) models     

Valerie Nesset 《Library & information science research》2013

Two representations of a three-stage diagrammatic model that holistically depicts the research process are presented. The representations incorporate elements culled from existing information-seeking behavior and information literacy instruction research, as well as evidence gathered from a study of third grade elementary school students, as they worked to fulfill a class project's requirements. Both representations are content independent, attribute equal importance to each of the three stages, and target the K-12 educational environment. The full representation, the preparing, searching, using (PSU) model, is intended for use by instructors and more advanced students. The model identifies elements inherent within the three stages of the research process including actions, affective behaviors, impact factors, learning, and reflection. The simpler representation, the beginning, acting, telling (BAT) model, which is embedded into the PSU, presents only the three main stages and the actions associated with those stages using a familiar graphic (a bat) and a mnemonic device to visually present the basic elements of the research process to younger elementary school students. The PSU model is designed to identify and address the unique information behaviors of students (affective, cognitive, and physical) and factors that may impact the research process. As a result, the representations can be used by educators, including information professionals and teachers, to inform instruction, such as lesson planning, development of assignments, resource location and evaluation, and the use of information, to fully exploit all aspects of the research process. The PSU model can also be used to teach more sophisticated concepts to older students by introducing more complex features gradually to the BAT model.  相似文献   

The rhetorical functions of consciousness‐raising in third wave feminism     

Stacey K. Sowards  Valerie R. Renegar 《Communication Studies》2013,64(4):535-552

The rhetorical practice of consciousness‐raising has changed since communication theorists first began to apply its functions and style, as a small group, face‐to‐face practice, in the early 1970s. In this essay, we argue that in feminist activism and theory, the practice of consciousness‐raising has evolved in response to shifting cultural conditions. Our examination of consciousness‐raising rhetoric produced by self‐labeled “third wave” feminists reveals how contemporary social contexts have generated different rhetorical problems and discursive responses for feminists. Specifically, we show how third wave feminist consciousness‐raising instills a critical perspective that focuses on personal and social injustices. We argue that these rhetorical responses raise consciousness in the public sphere, through mass media, popular culture, and college classrooms, fostering both public and private dialogue about gender inequities that aims at self‐persuasion.  相似文献   

Student Perceptions of Factors Contributing to Community-College-to-University Transfer Success     

Dwight R. Gard  Valerie Paton  Kevin Gosselin 《Community College Journal of Research & Practice》2013,37(11):833-848

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Twenty-metre shuttle run test performance of English children aged 11 – 15 years in 2007: Comparisons with international standards     

Gavin Sandercock  Christine Voss  Valerie Gladwell 《Journal of sports sciences》2013,31(9):953-957

Abstract

Recent international normative data for the 20-m shuttle-run test demonstrated a below-average performance index for UK children. The aims of the present study were to create an international comparison of 20-m shuttle-run test performance in a sample of English children and to identify age- and sex-specific differences in test performance. Mass, stature, body mass index, and 20-m shuttle-run test performance were measured in 2041 children aged 11 – 15 years (963 boys, 1078 girls). Performance was expressed as maximum running velocity and a performance index was created by generating z-scores. The shuttle-run test performance index was higher than the existing published value (?0.046, 95% confidence interval [CI] ?0.070 to ?0.022) for all children (0.061, 95% CI = 0.006 to 0.115), for boys (0.075, 95% CI = ?0.022 to 0.171), and for girls (0.048, 95% CI = ?0.010 to 0.106). Boys' relative performance increased significantly (F = 4.43, P = 0.002) throughout the measured age range, whereas girls' relative performance tended to decrease (F = 1.98, P = 0.096). The results were favourable when compared with existing values. Differences in performance index may be due to the different geographical areas from which present and past samples were drawn. Reasons for differences in the performance indices between boys and girls warrant further investigation.  相似文献   

Risk and adventure in early years outdoor play: learning from forest schools,and Forest schools for all     

Valerie Huggins 《Early Years: An International Journal of Research and Development》2012,32(1):99-100

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