Boxing clever: using shoeboxes to support home–school knowledge exchange     

Pamela Greenhough  Mary Scanlan  Anthony Feiler  David Johnson  Wan Ching Yee  Jane Andrews  Alison Price  Maggie Smithson  Martin Hughes 《Literacy》2005,39(2):97-103

A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning.  相似文献   

Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model     

Jonathan Lee Helm  Nilam Ram  Pamela M. Cole  Sy-Miin Chow 《Structural equation modeling》2016,23(5):635-648

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.  相似文献   

Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (galvanic) and electrolytic cells     

Pamela J. Garnett  David F. Treagust 《科学教学研究杂志》1992,29(10):1079-1099

This research investigated students' understanding of electrochemistry following a 7–9-week course of instruction. A list of conceptual and propositional knowledge statements was formulated, and this provided the framework for semistructured interviews that were conducted with 32 students in their final year of high school chemistry, following instruction in electrochemistry. Three misconceptions identified in this study and five which have been reported earlier are incorporated into an alternative framework about electric current. The framework is grounded on the notion that a current always involves drifting electrons, even in solution. Another area where students' misconceptions were prevalent was in relation to the sign of the anode and cathode. Students who thought the anode was negatively charged believed cations would move toward it, and those who thought it was positively charged were unable to explain why electrons move away from it. Electrolytic cells also proved troublesome for students. Many students did not associate the positions of the anode and cathode with the polarity of the applied electromotive force (e.m.f.). Other students attempted to reverse features of electrochemical cells and apply the reversals to electrolytic cells. The implications of the research relate to students' interpretation of the language that is used to describe scientific phenomena and the tendency for students to overgeneralize, due to comments made by teachers or statements in textbooks.  相似文献   

Contemporary high-profile scientists and their interactions with the community     

Dorothy V. Smith  Pamela J. Mulhall  Christina E. Hart  Richard F. Gunstone 《International Journal of Science Education》2016,38(10):1607-1621

This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula.  相似文献   

Academic freedom and social criticism in the 1930s     

Frank Abbott 《Interchange》1983,15(1):107-123

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Retention of conditioned autonomic and behavioral responses in preweanling rats: Forgetting and reinstatement     

Pamela S. Hunt 《Learning & behavior》1997,25(3):301-311

Preweanling rats, 16 days of age, responded to an olfactory conditioned stimulus (CS) paired with a shock unconditioned stimulus (US) with increases in heart rate and behavioral activation. In two experiments this finding was replicated and, in addition, it was found that the form of these conditioned responses (CRs) changed after a retention interval. When tested 24 h after CS-US pairings, the subjects displayed a decrease in heart rate accompanied by CS-elicited freezing. Giving two unsignaled shocks prior to the delayed test effectively reinstated the tachycardia and behavioral arousal CRs. The results are discussed in terms of contextual influences on the form of the CR and how changes in the magnitude of context fear may alter responding to an olfactory CS.  相似文献   

Early intervention for reading disabilities: teaching the alphabet principle in a connectionist framework     

Berninger VW  Abbott RD  Zook D  Ogier S  Lemos-Britton Z  Brooksher R 《Journal of learning disabilities》1999,32(6):491-503

Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed.  相似文献   

Developmental skills related to writing and reading acquisition in the intermediate grades     

Virginia W. Berninger  Ana C. Cartwright  Cheryl M. Yates  H. Lee Swanson  Robert D. Abbott 《Reading and writing》1994,6(2):161-196

Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems.  相似文献   

Interaction of sample dimension and sample-comparison mapping on pigeons’ performance of delayed conditional discriminations     

Thomas R. Zentall  Peter J. Urcuioli  Joyce A. Jagielo  Pamela Jackson-Smith 《Learning & behavior》1989,17(2):172-178

Coding strategies developed in the acquisition of delayed conditional discriminations can be assessed by independently manipulating sample and comparison memory load. Two stimulus dimensions that can affect memory load were examined: Number of stimuli in the sample and comparison sets (two vs. four) was manipulated between groups in a 2×2 design, and discriminability of sample and comparison stimuli (hues vs. lines) was manipulated between counterbalancing subgroups and within subjects. The results indicated large effects of sample discriminability but not of comparison discriminability, evidence for retrospective coding. There was also a significant effect of number of stimuli in the comparison set (although only with hard-to-discriminate samples) but not of number of stimuli in the sample set, evidence for prospective coding. These findings suggest evidence for retrospective coding with easy-to-discriminate samples, independently of number of stimuli in the comparison set, and evidence for prospective coding with hard-to-discriminate samples.  相似文献   

The effects of a time-limited welfare program on children: the moderating role of parents' risk of welfare dependency     

Morris P  Bloom D  Kemple J  Hendra R 《Child development》2003,74(3):851-874

This study examined the effect of a time-limited welfare program on school-age children using data on almost 3,000 children (ages 5-17 at the four year follow up-point) from the random assignment evaluation of Florida's Family Transition Program (FTP). FTP was one of the first welfare reform initiatives to impose a time limit on the receipt of cash assistance, and it combined the time limit with a rich array of mandatory services. The effects of FTP on children were moderated by families' risk of long-term welfare dependency. Contrary to predictions laid out at the outset, there were few effects of FTP on middle childhood and adolescent children for children of parents most likely to be long-term welfare dependent (those most likely to hit the time limit). However, consistent negative effects on this same age group of children were found for children of parents least likely to be long-term welfare dependent--parents who had the largest employment gains--and effects of FTP were most strongly negative for the oldest adolescent children. The findings suggest a different theoretical model for movements into employment than the one suggested in the previous literature for job loss. The findings are discussed in terms of their contribution to research and policy.  相似文献