Understanding Categorical Hierarchies: The Earliest Levels of Skill     

Pamela Blewitt 《Child development》1994,65(5):1279-1298

2 categorization skills necessary for understanding hierarchies are the ability to form categories at different levels of generality and the ability to include the same objects into multiple categories. 2-year-olds appear to have the first skill, but some theoretical and empirical work suggests that the second may be a later acquisition. Yet, in 3 studies, 2- and 3-year-olds applied familiar basic level and superordinate labels to the same objects, even when reminded of basic labels before being tested with superordinates. They did not reserve superordinates for objects with unfamiliar basic level names (Study 2), and they were willing to apply superordinates to objects presented singly rather than in groups (Study 3). Thus, contrary to the implications of some previous work, 2- and 3-year-olds appear to have both of the categorization skills necessary for forming categorical hierarchies.  相似文献   

Building research capacity collaboratively: Can we take ownership of our future?   总被引：1，自引：0，他引：1  

Pamela Munn 《British Educational Research Journal》2008,34(4):413-430

This presidential address argues that there is a pressing need in the UK to build educational research capacity at system level and to do so collaboratively. It advances three main arguments for doing so. These are (i) the increasing concentration of research resources; (ii) the dangers of increasing separation of research and initial teacher education; and (iii) the complexity of the links between research, policy and practice. Drawing on evidence about research quality and on demographic trends of academic staff in education departments, it illustrates one approach to collaborative capacity building in Scotland, the Applied Educational Research Scheme. It concludes by drawing attention to the nascent Strategic Forum for Research in Education as an important forum for monitoring the health of educational research.  相似文献   

Developing Multicultural Competence Using the Structured Peer Group Supervision Model     

Pamela S. Lassiter  Louise Napolitano  John R. Culbreth  Kok‐Mun Ng 《Counselor Education & Supervision》2008,47(3):164-178

Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients.  相似文献   

Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students     

Lorraine Dacre Pool  Pamela Qualter 《Learning and individual differences》2012,22(3):306-312

Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in relation to graduate employability. However, there are very few empirical studies which demonstrate that emotional functioning ability is something that it is possible to teach and develop. This study investigates whether it is possible to improve levels of emotional intelligence and emotional self-efficacy in university students through a teaching intervention. The findings show that it is possible to increase emotional self-efficacy and some aspects of emotional intelligence ability. These findings are considered within the framework of graduate employability, as improving emotional functioning may be particularly important to young people who will shortly join the graduate working population.  相似文献   

The effects of computer-assisted instruction on number combination skill in at-risk first graders     

Fuchs LS  Fuchs D  Hamlet CL  Powell SR  Capizzi AM  Seethaler PM 《Journal of learning disabilities》2006,39(5):467-475

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.  相似文献   

Instructional design approaches for improving a course in productivity and work measurement     

Pamela Lowry 《Performance Improvement》2007,46(8):8-12

This article explores the teaching styles of the professor, learning styles of the students, characteristics of the students, comparisons of Pearson's correlation coefficients between student grades earned in the course versus their cumulative grade point averages, and factors to consider for future Web‐enhanced courses. The objectives of the course were to develop students' understanding of productivity and work measurement. It also explored the ability to understand and apply systems thinking and innovative planning for the purpose of improving personal productivity, the productivity of other people, and the productivity of systems and organizations.  相似文献   

Education as Citizenship: Appropriating a new social space     

Pamela Heath 《高等教育研究与发展》2000,19(1):43-57

This article presents a reflection on teaching and curriculum which promotes citizenship education and raises the issue of the purpose of higher education. I embrace a concept of education as action and reflection upon a world in order to change it - or as bell hooks calls it, education as a practice of freedom. I argue for the need to conceptualise students first as citizens, then as employable graduates. My experience involved a shift in focus from what is taught and an emphasis on examinations and essays, to how and what students learn and the process of learning. The article argues, however, that teaching and learning which attempts to balance tensions between values of the market-place and values of education as a practice of citizenship requires more than better teaching and assessment: it requires broader institutional support to be truly effective.  相似文献   

It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7     

Sylvia P. Abbott  Virginia W. Berninger 《Annals of dyslexia》1999,49(1):221-250

Twenty children in fourth through seventh grade participated in 16 one-hour individual tutorials over a four-month period. Half of the children received structural analysis and alphabet principle training; half received only alphabetic principle training; all received training in orthographic and phonological skills, practice in oral reading of connected text, and monitoring strategies for comprehension. Results showed that the children improved reliably in reading and related measures. Treatment condition did not predict rate of growth. Only rapid automatic naming of letters predicted response to intervention and only on rate of real word reading. Results of this study indicate that upper elementary and middle school students who have not yet mastered accuracy and automaticity of word recognition should be given explicit instruction in word recognition, especially in the alphabetic principle. The benefits of structural analysis training were evident only in trends for individual students on hierarchical linear modeling (HLM) growth analyses. This dissertation research by the first author, and supervised by the second, was supported by Grant No. HD-33812 and Grant No. HD-25858-09 from the National Institute of Child Health and Human Development.  相似文献   

The Role of Consequences in validity Theory   总被引：1，自引：0，他引：1  

Pamela A. Moss 《Educational Measurement》1998,17(2):6-12

How do individuals make sense of and use the products and practices of testing in their everyday lives? What is the responsibility of the educational measurement community to take these issues into consideration in assessing what it is that we do?  相似文献   

An Integrative Approach to Portfolio Evaluation for Teacher Licensure   总被引：3，自引：0，他引：3  

Pamela A. Moss  Aaron M. Schutz  Kathleen M. Collins 《Journal of Personnel Evaluation in Education》1998,12(2):139-161

The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.  相似文献