Young children's recognition of the intentionality of teaching     

Ziv M  Solomon A  Frye D 《Child development》2008,79(5):1237-1256

Two studies examined the role of intention in preschoolers' understanding of teaching. Three- to 5-year-olds judged stories in which there was an intention to teach or not (teaching vs. imitation) for 4 different learning outcomes (successful, partial, failed, and unknown). They also judged 2 stories with embedded instructional intent (e.g., guided discovery learning) and several standard theory of mind tasks. There was an age-related change in the understanding of teaching. Five-year-olds distinguished teaching from imitation and recognized guided discovery learning. Understanding of imitation and false belief was related. The findings indicate that theory of mind is relevant to other means of knowledge acquisition besides perceptual access and that understanding intention could help young children to recognize instruction and identify its different forms.  相似文献   

SCIENTIFIC STUDY GROUPS,SEMINARS, AND SCHOOLS IN ROMANIAN HIGHER EDUCATION IN MATHEMATICS     

Solomon Marcus 《Higher Education in Europe》1989,14(3):41-46

This article describes certain less visible but very significant basic units which have arisen in the discipline of mathematics in Romanian universities in parallel to the highly visible structure of chairs, departments, faculties, laboratories, institutes, and the like. These units: study groups, seminars, and schools of thought have grown up around the work of certain talented, original, and prolific thinkers and have been perpetuated by the students of the latter. In particular, these units have been very successful in inculcating an attitude favourable to research in beginning students, even having stimulated some of them, including students still in high school, to undertake research projects which have given very interesting results.  相似文献   

One Click,Many Meanings: Interpreting Paralinguistic Digital Affordances in Social Media     

Rebecca A. Hayes  Caleb T. Carr  Donghee Yvette Wohn 《广播与电子媒介杂志》2016,60(1):171-187

In this study we conceptualize cues in social media that require a single click (e.g., Likes, Favorites) as paralinguistic digital affordances (PDAs). Why do people use PDAs and how do they interpret them when they are the recipient? Through focus groups (N = 25) and interviews (N = 26) we address these research questions within a uses and gratifications framework. Using adaptive structuration theory as a lens for analysis, we examine both faithful and ironic uses of PDAs, finding they contribute more than phatic communication and may indicate just as much about the relationship between sender and receiver as they do content.  相似文献   

How subscription‐based scholarly journals can convert to open access: A review of approaches          下载免费PDF全文

Mikael Laakso  David Solomon  Bo‐Christer Björk 《Learned Publishing》2016,29(4):259-269

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Clever girls’ stories: the girl they call a nerd     

Trine Foyn  Yvette Solomon  Hans Jørgen Braathe 《Educational Studies in Mathematics》2018,98(1):77-93

In this paper, we explore the issue of gender and mathematics participation, focusing on the ways in which “clever girls” self-author within the discourse order of a high ability group, which has particular significance in the Norwegian context in which this study took place. Contrasting the cases of three girls, only one of whom (Anna) chooses to continue with a higher level of mathematics (mathematics for science), we consider the ways in which they manage being members of the “smart group”. We analyse in particular the storying of Anna as a “nerd” and the social cost of being a “clever girl” against the backdrop of a public discourse of equality of opportunity in Norway.  相似文献   

Intersections of class and sexuality in the classroom     

Yvette Taylor 《Gender and education》2006,18(4):447-452

This research note aims to address concerns about schools as sites where students wrestle, materially and subjectively, with classed based notions of femininity, the promotion of heterosexuality, and the support of hetero‐normative, middle class families against and in contrast with their own working class families, identities and experiences. Two relatively neglected issues in education, those of sexuality and class, are addressed in order to highlight the interconnections in living out these often analytically separated categories. This piece draws upon the findings of an ESRC funded project ‘Working class lesbians: classed in a classless climate’, which examines the life experiences and identities of self‐identified working class lesbians in the UK.  相似文献   

Examining learning rates in the evaluation of academic interventions that target reading fluency          下载免费PDF全文

Benjamin G. Solomon  Brian C. Poncy  Devin J. Caravello  Emily M. Schweiger 《Psychology in the schools》2018,55(2):151-164

The purpose of the current study is to determine whether single‐case intervention studies targeting reading fluency, ranked by traditional outcome metrics (i.e., effect sizes derived from phase differences), were discrepant with rankings based on instructional efficiency, including growth per session and minutes of instruction. Converging with prior findings, we found great variability in reported sessions and minutes of instruction across studies, as well as divergences in rankings based on outcome variables. These findings raise questions as to how literature syntheses on the topic of academic intervention are interpreted and how selection of evidence‐based intervention occurs.  相似文献   

Role Stress Among Practicing School Counselors     

John R. Culbreth  Janna L. Scarborough  Angela Banks‐Johnson  Stacey Solomon 《Counselor Education & Supervision》2005,45(1):58-71

Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.  相似文献   

Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge     

Annette Hessen Bjerke  Yvette Solomon 《Scandinavian Journal of Educational Research》2020,64(5):692-705

ABSTRACT

Two major concerns in mathematics teacher education are the role of subject matter knowledge and the development of self-efficacy in pre-service teachers. This article brings these issues together in an exploration of the interaction between pre-service teachers’ perceptions of their subject matter knowledge and their accounts of university and placement experiences as potential sources of self-efficacy. Reporting on a group of ten pre-service teachers in Norway, we explore variations in the ways in which they perceived the role of subject knowledge in relation to experience, particularly “mastery experiences”, over a period of nearly two years. We suggest that recognition of the role of “understanding why” in mathematics is crucial in the experience of mastery, and that there is a need to focus more on the role of subject matter knowledge in all sources of self-efficacy in teaching mathematics.  相似文献   

Young People's ‘General Approach’ to Environmental Issues in England and Germany     

Sylvia Prelle  Joan Solomon 《Compare》1996,26(1):91-101

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