II. EUROPEAN AMERICANS IN CENTERVILLE: COMMUNITY AND FAMILY CONTEXTS     

Peggy J. Miller  Isabel T. Gutiérrez  Philip I. Chow  Stevie S. Schein 《Monographs of the Society for Research in Child Development》2014,79(1):19-42

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VI. MEXICAN AMERICAN IMMIGRANTS IN THE CENTERVILLE REGION: TEACHERS,CHILDREN, AND PARENTS     

Isabel T. Gutiérrez  Karl S. Rosengren  Peggy J. Miller 《Monographs of the Society for Research in Child Development》2014,79(1):97-112

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A Trip to the Wastebasket     

Isabel R. Marvin 《Clearing house (Menasha, Wis.)》2013,86(3)

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One decade of environmental education research in Brazil: trajectories and trends in three national scientific conferences (ANPEd,ANPPAS and EPEA)     

Carmen Roselaine de Oliveira Farias  Isabel Cristina de Moura Carvalho  Marcelo Gules Borges 《Environmental Education Research》2018,24(10):1476-1489

Abstract

This article discusses the scientific research work on environmental education presented during the last decade in three Brazilian conferences: the meetings of the National Association of Graduate Research on Education (Associação Nacional de Pós-Graduação e Pesquisa em Educação, ANPEd), the National Association of Graduate Research on Environment and Society (Associação Nacional de Pós-Graduação e Pesquisa em Ambiente e Sociedade, ANPPAS), and the Environmental Education Research Meetings (Encontros de Pesquisa em Educação Ambiental, EPEA). It analyzes the authors, institutions, and regions whence the studies came from, as well as their main research subjects. Our findings indicate the prevalence of women in all academic degree segments; of PhD holders and candidates; of professors in public higher education institutions located in the Brazilian Southwest and South regions; and of environmental education in formal teaching as the main subject in all three conferences. Based on these results, we discuss how this body of research relates to the development of Brazilian academic and educational policies, and indicate some of the challenges involved in building a research tradition in this field, in close dialogue with the arduous political and pedagogical path of environmental education in Brazilian schools.  相似文献   

Gessoes in Portuguese Baroque Gilding Grounds: Part 2: Analytical Study of Historical Samples and Archaeological Reconstructions     

Isabel Pombo Cardoso  Elizabeth Pye 《文物保护研究》2018,63(2):72-96

This paper arises from a wider research project focussed on Portuguese gilded altarpieces and sculptures of the Baroque period, which also involved research into contemporary documents and into historical context, as well as into the history of use of materials and practices in gilding technology. It focuses on the results from analyses of historical samples and samples from archaeological reconstructions of gessoes and gilded surfaces. Analytical and experimental research shed light on diverse aspects of the technology of gilding grounds, such as range and composition of materials within historical objects, methods of production of gilding materials, gilding practices, actual performance of materials and gilded surfaces, and the science underlying the artists’ empirical choice of materials and practices. The documentary research (discussed in Part 1) elucidated the analytical and experimental research presented here, and vice-versa, resulting in a richer and more balanced understanding of the gessoes and of the motives of the people involved in their production. It is hoped that the results will inform future technological studies and conservation decisions.  相似文献   

Gessoes in Portuguese Baroque gilding grounds,part 1: A study of historical documentary sources     

Isabel Pombo Cardoso  Elizabeth Pye 《文物保护研究》2017,62(4):185-209

The surviving gilded and polychrome altarpieces and sculptures in Portuguese churches, and the historical documents relating to them, offer an opportunity for understanding material and technological choices regarding gesso grounds. This paper focuses on the historical documentary research about gessoes — one aspect of a wider research project which also involved investigation of physical/chemical evidence, and archaeological reconstructions of gilded gesso grounds. Documentary research sheds light on the meaning of the terms used in historical documents, and on artists’ choice of materials and practices, production, and trade patterns of materials. It informs technological investigations and conservation decisions. The paper also stresses the importance of the evidence gained by using the historical and archaeological methodology applied in material culture studies, in which documentary, analytical, and experimental information complement and/or elucidate each other, leading to a comprehensive understanding of this technology.  相似文献   

Detection of Misconceptions about Colour and an Experimentally Tested Proposal to Combat them     

Guadalupe Martinez-Borreguero  Ángel Luis Pérez-Rodríguez  María Isabel Suero-López  Pedro José Pardo-Fernández 《International Journal of Science Education》2013,35(8):1299-1324

We study the misconceptions about colour that most people hold, determining the general phenomenological laws that govern them. Concept mapping was used to combat the misconceptions which were found in the application of a test specifically designed to determine these misconceptions, while avoiding the possible misleading inductions that could have arisen from the use of everyday language. In particular, care was taken to avoid the distorting effect that the use of the verb ‘to be’ applied to coloured objects could have on the responses. The misconceptions found were shown to have an internal consistency in the form of authentic mini-theories (implicit theories). We compared experimentally the results of two different teaching methods applied to combat these misconceptions. This study was conducted with 470 undergraduates of the University of Extremadura. We analysed the persistence over time of their learning made to overcome those misconceptions. The students were divided randomly into an experimental group (EG) and a control group (CG). To combat their misconceptions, EG were taught following a method based on the use of concept maps, and CG were taught following traditional teaching methods. The results of a pre-test and a post-test were compared for the two groups, finding statistically significant differences. The results allowed the principal working hypothesis to be accepted—concept maps are learning tools which foster conceptual change and allow misconceptions to be eradicated via meaningful learning maintained over time, i.e. EG acquired a relative long-lasting gain in learning that was superior to that acquired by CG.  相似文献   

National monitoring in social studies: the reliability of assessment interviews     

Eleanor Hawe  Isabel Browne 《Curriculum Journal》2013,24(3):281-297

The National Education Monitoring Project (NEMP) is responsible in New Zealand for the national assessment of primary school children's achievement in the essential learning areas, one of which is social studies. Individual interviews are one of the approaches used to assess students' understanding. The assessors are registered teachers, selected by NEMP, who attend a training week where they learn how to conduct the standardised assessment tasks and associated interviews. This study examines the reliability of the assessment interviews used in the 2005 round of social studies monitoring, in particular the variations between teacher administrators (TAs) in their use of prompts and probes. The extent of variation observed in the use of three kinds of prompt was sufficient to raise questions about the reliability of the assessment process. A surprising outcome was the consistent failure of TAs to clarify and elucidate students' social studies understandings through the judicious use of probes. The prompt-related variations between TAs and their failure fully to ‘tap into’ understandings assessed by interview-based tasks are serious threats to the validity of claims regarding students' achievement in social studies. This is particularly concerning as NEMP data are used as the basis for identifying and reporting national patterns and trends in educational performance and making recommendations to policy-makers, curriculum planners and educators.  相似文献   

Primary school science: implementation of domain-general strategies into teaching didactics     

Peter J. N. Dejonckheere  Kristof Van de Keere  Isabel Tallir  Stephanie Vervaet 《The Australian Educational Researcher》2013,40(5):583-614

In the present study we present a didactic method to help children aged 11 and 12 learn science in such a way as to enable a dynamic interaction between domain general strategies and the development of conceptual knowledge, whilst each type of scientific process has been considered (forming of hypotheses, experimenting and evaluating). We have used the didactics to stimulate metacognitive awareness and implemented them in a 2-month programme around eight different content domains (alternative energy, electrical circuitry, electromagnetism, the human body, slopes, the pendulum, friction, and sinking and floating). Results showed that children developed significant understanding with regard to the process and strategy domain of scientific thinking, but that this effect was dependent on the type of teacher involved (pre-service versus in-service teacher). In addition, we found that 12 year-olds showed some aspects of self-regulated learning in hands-on experimenting after they took part in the programme. At the level of attitudes, relative to controls, a significant drop in enthusiasm for science was found while both children of 11 and 12 years old viewed science as less difficult after the end of the programme. Findings were interpreted in the light of situated interest versus longer term personal interest in science and technology.  相似文献   

Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting     

Vera Coelho  Joana Cadima  Ana Isabel Pinto 《Early education and development》2013,24(6):800-816

Preschool process quality and activity setting are considered important aspects influencing child engagement. As such, it is important to understand how educational settings can promote engagement, particularly for children with disabilities and/or at risk. This observational study describes process quality and activity setting in inclusive preschools, analyzing its predictive role for child engagement. Participants were 184 children attending 39 preschools. Three groups of children, nested within classrooms, were considered: with disabilities (n = 45), at risk (n = 59), typically developing (n = 80). Child Observation in Preschool assessed engagement and activity setting; Classroom Assessment Scoring System assessed quality of teacher–child interactions. Research Findings: Results from multilevel regressions show that classroom emotional support and organization and more time in free play were positively predicting child engagement, whereas more time in whole group was a negative predictor of engagement. Besides these main effects, an interaction effect between child developmental functioning and activity settings was found. For at-risk children, more time in whole-group activities had greater negative effects on child engagement. For children with disabilities, more time in free-play had greater positive effects on child engagement. Practice or Policy: Results contribute to inform teachers regarding the importance of individualizing interactions and planning activity settings to promote engagement and participation in inclusive preschools.  相似文献