SOCIAL ALIGNMENT AND EDUCABILITY     

Marie D. Neale Ph.D.  Dip. Psych.  M.A.  Dip. Ed.  F.B.Ps.S.  F.A.Ps  S. 《International Journal of Disability, Development & Education》1973,20(1):3-19

  相似文献   

Negotiating school-university partnerships: Participants' voices in co-reform     

Dr. Janet Benton  Richard C. Zath  Frances Hensley Ed.D.  Duncan Waite 《The Urban Review》1996,28(3):257-278

Although many educators recognize the importance of voice, fostering voice in those who have traditionally been voiceless has been difficult. This article, like the program that it describes, tackles that challenge by having participants speak for themselves. Specifically, the participants speak about their involvement in the first year of an alternative teacher education project. In describing their involvement, the participants focus on their roles and relationships as well as the type of partnership and collaboration that emerged from this project.  相似文献   

Cognitive Style and Pupil Learning Preferences     

Richard J. Riding  Geoffrey Read 《教育心理学》1996,16(1):81-106

A total of 78 12‐year‐old pupils from four secondary comprehensive schools were given the computer‐presented Cognitive Styles Analysis, which determined the position of each pupil on two learning style dimensions: Wholist‐Analytic and Verbal‐Imagery. They were also given individually a structured interview questionnaire to assess their learning preferences in English and science in terms of: (a) mode of working, (b) task outcomes and (c) social context. The English and science teachers were asked to rate the achievement level of the pupils in their subject and this was used as an index of ability. The main findings were as follows, (a) Preferred Mode of Working: As expected, there was a tendency for Imagers to use pictures and Verbalisers to prefer writing, and this increased with ability and what the subject would naturally allow. There was evidence that lower ability pupils were more constrained by the usual format for the subject than were those of higher ability, (b) Social Context: Overall, Group or Pair was preferred to Individual work. Group work was particularly liked by Wholists and especially by lower ability Wholist‐Imagers. Individual work was least disliked by Analytics, particularly in the case of higher ability Verbalisers (c) Task Outcomes. For open versus closed tasks, open tasks were preferred by lower ability pupils, while high‐ability Wholist‐Imagers preferred closed tasks. The findings were discussed in terms of their implications for current practice.  相似文献   

Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective     

Mawasi  Areej  Nagy  Peter  Finn  Ed  Wylie  Ruth 《Journal of Science Education and Technology》2022,31(1):16-26

Journal of Science Education and Technology - Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings....  相似文献   

An exploration of social skills in substantially separate settings     

Brad Cataldo Ed.D 《Journal of Research in Special Educational Needs》2022,22(2):137-146

  相似文献   

The architecture of adult-child interaction. Joint problem solving and the structure of cooperation     

Mariëtte Hoogsteder  Robert Maier  Ed Elbers 《Learning and Instruction》1996,6(4):345-358

In this article, learning and instruction in caregiver-child interactions are discussed. Referring to empirical observations, the authors distinguish between several modes of interaction. A mode of interaction can be characterized by the participants' roles, the aims pursued and the instruments used. The didactic mode of interaction provides a rich repertoire with a complex structure of learning and instruction opportunities. However, also in other modes identified—a playful and an efficient mode—learning and instruction possibilities exist. After introducing and systematizing the concept of mode of interaction, the didactic mode is illustrated with a case-study.  相似文献   

Recall Order of Prose Details as a Cognitive Style in Children     

G.E. Sawyer  R.J. Riding 《Educational studies》1979,5(2):151-156

  相似文献   

Getting parents involved in the 1990s     

Terry Buchanan Ph.D.  Diane Burts Ed.D. 《Early Childhood Education Journal》1995,22(4):18-22

The authors sincerely appreciate the valuable comments of several anonymous reviewers.  相似文献   

Towards a Categorisation of Cognitive Styles and Learning Styles     

Stephen Rayner  Richard Riding 《教育心理学》1997,17(1-2):5-27

This paper considers the construct, ‘style’, in the study of individual differences and learning. The origin and elaboration of learning style as a concept is discussed, tracing the influence of a cognition and a learning‐centred approach to the psychology of individual difference. The authors argue that a contemporary overview of style can contribute to a rationalisation of the theory and facilitate a greater application of learning style in educational practice. A case is made for the need to integrate more fully various models of style into a single construct of learning style.  相似文献   

Selecting initial reading instruction for high-risk children: A theoretical approach     

Helen M. Popp Ed. D. 《Annals of dyslexia》1978,28(1):15-42

  相似文献