Ein Institut Dokumentiert das Schul- und Studienfernsehen in Aller Welt     

Helmut Winter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):81-83

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The effectiveness and rationale of the 'nurture group' approach to helping children with emotional and behavioural difficulties remain within mainstream education   总被引：1，自引：0，他引：1  

Tina O'Connor  & John Colwell 《British Journal of Special Education》2002,29(2):96-100

Researchers, policy makers and practitioners continue to be interested in the impact of nurture groups on the inclusion of young children with emotional and behavioural difficulties in mainstream schools. Nurture groups were originally established in schools in the London Borough of Enfield in the 1980s and it is now possible to review evidence of their effectiveness in both the short and long term. In this article, Tina O'lConnor, teacher at Oakthorpe Primary School, London Borough of Enfield, and John Colwell, Senior Lecturer in Psychology at De Montfort University, compare scores on the Developmental Diagnostic Profile for a sample of pupils on entry to a nurture group; on exit; and after at least two years of mainstream reintegration. Their work reveals evidence of improvements in both the short and long term. In discussing their findings, the authors call for more in-depth, longitudinal research into nurture groups and the development and impact of whole school nurturing approaches.  相似文献   

Clarity and coherence of lesson goals as a scaffold for student learning   总被引：1，自引：0，他引：1  

Tina Seidel  Rolf Rimmele  Manfred Prenzel   《Learning and Instruction》2005,15(6):539-556

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development.  相似文献   

Intergroup Socialization: The Influence of Parents’ Family Communication Patterns on Adult Children’s Racial Prejudice and Tolerance     

Kelly G. Odenweller  Tina M. Harris 《Communication quarterly》2018,66(5):501-521

The purpose of this study was to examine the influence of family communication environments on children’s intergroup socialization. Adult children (n = 200) reported on their parents’ conformity and conversation orientations and their own racial attitudes and intergroup orientations. Results evidenced ingroup bias, social dominance, and identification with parent as mediators of the positive relationship between conformity orientation and racial prejudice and the negative relationship between conformity orientation and racial tolerance. Results also revealed that children from consensual and protective families harbor the most racial prejudice and least racial tolerance. Future directions related to intergroup contact interventions, racially diverse families, and qualitative assessments of parent–child interactions are discussed.  相似文献   

Quantitative and qualitative research approaches to assess student well-being     

Tina Hascher   《International Journal of Educational Research》2008,47(2):84-96

Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievement-oriented, non-optimal context of a classroom, individual well-being is a necessary pre-condition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). Wohlbefinden in der Schule. Münster: Waxmann]. How can it be measured?  相似文献   

Impact of model-based science curriculum and instruction on elementary students' explanations for the hydrosphere     

Ben Baumfalk  Devarati Bhattacharya  Tina Vo  Cory Forbes  Laura Zangori  Christina Schwarz 《科学教学研究杂志》2019,56(5):570-597

Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.  相似文献   

Evaluating Three Dimensions of Environmental Knowledge and Their Impact on Behaviour     

Braun  Tina  Dierkes  Paul 《Research in Science Education》2019,49(5):1347-1365

Research in Science Education - This research evaluates the development of three environmental knowledge dimensions of secondary school students after participation in a singular 1-day outdoor...  相似文献   

A Mixed Methods Comparison of Elementary Preservice Teachers’ Conceptualization of Teaching Engineering     

Hammack  Rebekah  Vo  Tina 《Research in Science Education》2022,52(4):1335-1353

Research in Science Education - This sequential explanatory mixed methods study (quant + QUAL) examined elementary preservice teachers’ conceptions of teaching engineering. Participants...  相似文献   

Children in Crisis: Child Poverty and Abuse in New Zealand     

Michael A. Peters  Tina Besley 《Educational Philosophy and Theory》2014,46(9):945-961

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Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献