Emergence of the Link Between the Approximate Number System and Symbolic Math Ability     

Jinjing Wang  Justin Halberda  Lisa Feigenson 《Child development》2021,92(2):e186-e200

Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional investigation revealed that children 4.5 years and older experienced a significant transfer effect of ANS manipulation on math performance, whereas younger children showed no such transfer, despite experiencing significant changes in ANS precision. These findings support the existence of a causal link between nonverbal numerical approximation and symbolic math performance that first emerges during the preschool years.  相似文献   

Beyond Diversity and Inclusion: Creating a Social Justice Agenda in the Classroom     

Justin E Lerner  Anjali Fulambarker 《Journal of Teaching in Social Work》2018,38(1):43-53

ABSTRACT

A social justice classroom agenda relies on the ability of educators to create a space free from microaggressions that can be strengthened through an approach of cultural humility. Utilizing Bonnycastle’s social justice continuum, this article explores how to create a classroom grounded in social equality and guided by social work values to foster participation from students across all social identities.  相似文献   

Reconstructing the interactive science pedagogy: Experiences of beginning teachers implementing the interactive science pedagogy     

Teresa Fernandez  Dr Garth Ritchie 《Research in Science Education》1992,22(1):123-131

Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult. Specializations: physics education, beginning teachers. Specializations: misconceptions, assessment.  相似文献   

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems     

Lauren A. Barth-Cohen  Michelle K. Smith  Daniel K. Capps  Justin D. Lewin  Jonathan T. Shemwell  MacKenzie R. Stetzer 《Journal of Science Education and Technology》2016,25(1):50-61

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.  相似文献   

Empowering parents     

Happy Craven Fernandez 《The Urban Review》1979,11(2):89-96

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Teaching Practices in the United States in the Context of Comparison with Practices in Four Other Countries     

Milan Marich  Leverne Collet  Tsila Evers  Rosy Fernandez   《比较教育学》1990,26(2-3):227-247

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Responsibility of learning: a cross-cultural examination of the relationship of grit,motivational belief and self-regulation among college students in the US,UAE and Turkey     

Pasha-Zaidi  Nausheen  Afari  Ernest  Sevi  Barış  Urganci  Betul  Durham  Justin 《Learning Environments Research》2019,22(1):83-100

Learning Environments Research - The present study explored the relationship between grit, motivational beliefs and self-regulation among undergraduate students in the United States, the United...  相似文献   

What we know now: education,neuroscience and transdisciplinary autism research     

Jackie Ravet  Justin H. G. Williams 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):1-16

Background: Knowledge about the brain has been growing rapidly since the 1990s as a result of developments in neuroscientific research linked to improvements in functional neuroimaging and other brain imaging technologies. As the brain is the ‘principal organ involved in learning’ (1), it would seem reasonable to assume that education should be one of the chief beneficiaries of this research, leading to advances in our understanding of how people learn, the development of new curricula and innovative teaching and learning approaches. However, the linkage between neuroscience and education has, historically, always been weak, and, we suggest, continues to be so, notwithstanding important research initiatives since the year 2000.

Purpose: The purpose of this paper is to critically explore current theoretical understanding of joint neuroscientific and educational research, herein referred to as ‘neuroeducational’ research. There is a particular focus on a critique of the transdisciplinary model as applied in a study of imitation in learners with autism.

Main argument and sources of evidence: The review of the literature in the first half of the paper identifies the key barriers to neuroeducational research, including neuromyths, lack of shared understanding, the problem of the translation of neuroscientific findings to schools and clashing research assumptions, methodologies and traditions. However, a model of transdisciplinarity is presented as a possible way forward. This model is tested in the second half of the paper against the experiences of the authors in conducting transdisciplinary research in autism and imitation in the secondary classroom. Here, we develop the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ to structure our analysis of the various dimensions of the transdisciplinary research process. These new concepts are defined, and their relevance and utility explained.

Conclusions: The main conclusion of the paper is that the transdisciplinary research process within neuroeducation is complex, far from fully understood and requires further mapping. It is proposed that the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ are useful theoretical ideas in pursuit of this aim.  相似文献   

The relationship of teacher ratings of executive functions to emergent literacy in Head Start     

Hooper  Stephen R.  Costa  Lara-Jeane C.  Green  Melissa B.  Catlett  Stephanie R.  Barker  Alexandra  Fernandez  Edmund  Faldowski  Richard A. 《Reading and writing》2020,33(4):963-989

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...  相似文献   

巧记英语基数词     

张晓莉 《英语辅导》2003,(6):30-30

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