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51.
Adena B. Meyers Renée M. Tobin Brenda J. Huber Dawn E. Conway Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128
In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice. 相似文献
52.
Gert Biesta 《Asia Pacific Education Review》2014,15(1):13-19
Ever since the idea of the ‘knowledge society’ came into circulation, there have been discussions about what the term empirically might mean and normatively should mean. In the literature we can find a rather wide spectrum, ranging from a utilitarian interpretation of the knowledge society as a knowledge economy, via a more humanistic conception of the knowledge society as a knowledge sharing society, up to an explicitly political interpretation of the knowledge society as a knowledge democracy. Although in theory there is a wide range of interpretations and manifestations, in practice there has been a strong convergence towards the idea of the knowledge society as a knowledge economy. On this interpretation the particular task for education is seen as that of the production of flexible lifelong learners who are able to adjust and adapt to the ever-changing conditions of global capitalism. In this paper I raise the question how we might conceive of the educational task in light of the particular expectations that come from such an interpretation of the knowledge society. Against the idea that an adequate response requires that educators focus on the cultivation of the human being’s humanity, I challenge the humanistic underpinnings of the idea of education as cultivation. Instead, I suggest a different direction that moves the educational task away from the cultivation of the self towards the exposure towards the world. 相似文献
53.
Martine A. H. Braaksma Huub van den Bergh Gert Rijlaarsdam Michel Couzijn 《European Journal of Psychology of Education - EJPE》2001,16(1):33-48
On repeated occasions, observational learning has proved itself to be an effective instruction method. Experimental studies have shown to be effective for complex tasks such as reading and writing for both teachers and students as models. The problem when interpreting the results of such research is that, in observation tasks, several mental activities play a simultaneous role. In this study we therefore set out to identify the effective elements of observation tasks. We focused on two elements of the observation tasks, both aimed at stimulating monitoring activities: evaluation of the model’s performance and elaboration on this evaluation. We have also distinguished between elaboration on the observed products (the models’ written answers), and elaboration on the observed processes (the models’ verbalisations of their mental activities). The data were subjected to a LISREL analysis. First of all, it was observed that subjects who performed “evaluation” and “productelaboration” better, and “process-elaboration” more often in one lesson, also performed these activities better or more often in the subsequent lesson. Next, we observed an effect of aptitude on the learning activities: pre skill scores influence “evaluation” and “product-elaboration”. The most important finding is that “evaluation” and “product-elaboration” contribute positively to argumentative writing skills. It is discussed that these findings confirm the importance of the monitoring, evaluative and reflective activities when learning complex tasks as writing. 相似文献
54.
Vandermeulen Nina van den Broek Brenda Van Steendam Elke Rijlaarsdam Gert 《Reading and writing》2020,33(2):239-266
Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying... 相似文献
55.
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57.
Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?
Mateos Mar Rijlaarsdam Gert Martín Elena Cuevas Isabel Van den Bergh Huub Solari Mariana 《Instructional Science》2020,48(2):137-157
Instructional Science - This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on... 相似文献
58.
Tanja Janssen Martine Braaksma Gert Rijlaarsdam 《European Journal of Psychology of Education - EJPE》2006,21(1):35-52
In this study we examined how good and weak students of literature interact with short literary stories. We focused on differences
in the use of cognitive and affective reading activities, and in the extent to which good and weak students adapt their activities
to (parts of) the story they are reading.
19 Dutch tenth-grade students from 8 classes participated in the study, of whom 10 were known to be good students of literature
and 9 were known as weak literature students. Each student read five literary stories under think aloud conditions. The stories
were presented segment by segment on a computer screen. Students responses were transcribed, segmented and coded. Analysis
of variance was applied to the data to test the diffrences between good and weak students. 相似文献
59.
In this article, we propose to link the study of writing-to-learn to the theory of aptitude–treatment interaction (ATI). In an experimental study we examined the effects of a course on “Writing-to-learn about literary stories” consisting of writing tasks adapted to either a planning or a revising writing strategy. We hypothesized that the effects of writing-to-learn tasks depend on the interaction between students' preferred writing strategy and the type of writing instruction, matching or mismatching students' writing strategy. Our match hypothesis was in the main confirmed: results indicated that adapting writing tasks to students' writing strategies increases their learning in the field of literature. 相似文献
60.
This research studied the way immigration is depicted by the neighborhood press of Barcelona. Mainstream media tend to give visibility to immigrants when problems arise. Through this visibility based on problems, and the processes of framing, a virtual social identity is constructed and given to the immigration population. However, the neighborhood press of Barcelona, inscribed within the Catalan regional press’ own idea of journalism, offers a different approach to this issue due to its history, neighborhood and commitment to the region. Through a frame analysis, three main frames gave a depiction of the immigrants different from the one the mainstream media use. The results show that this differentiated depiction still stereotypes immigrants while not granting them enough visibility even when there is no blaming or attack. In this sense, while accounting for the differences, the neighborhood press of Barcelona misses a chance of depicting immigration in a more accurate way. 相似文献