Complexity And Diversity All The Way     

Helen E. Longino 《Metascience》2005,14(2):185-194

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Editorial     

Helen Nissenbaum 《Ethics and Information Technology》2001,2(4):199-200

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An international conversation about mentored undergraduate research and inquiry and academic development     

Susan Larson  Lee Partridge  Helen Walkington  Brad Wuetherick 《International Journal for Academic Development》2018,23(1):6-14

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Real probability and probabilistic thinking          下载免费PDF全文

Helen MacGillivray 《Teaching Statistics》2018,40(2):37-39

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Predictors of Mainland Chinese students’ well‐being          下载免费PDF全文

Grace Skrzypiec  Helen Askell‐Williams  Xueqin Zhao  Wenping Du  Fei Cao  Lihong Xing 《Psychology in the schools》2018,55(5):539-554

There has been substantial research in the United States, Europe, and Australia about factors influencing students’ well‐being. However, such research has been relatively rare in Mainland China. We administered four predictor scales (School Satisfaction, Self‐Concept, Relationships, and Resilience) and three outcome scales (Flourishing, Mental Health, and Children's Well‐Being) to 2,756 primary and middle school students in Mainland China. Confirmatory factor analysis indicated that the measured concepts were salient to the participants. Structural equation modeling using MPlus showed that Resilience was a strong predictor of all outcome measures, particularly for Mental Health and Positive Emotional State. Global Self‐Concept was the most notable predictor for Positive Outlook, whereas School Satisfaction was the strongest predictor of Flourishing. The results indicate potential areas for school‐based competency‐building initiatives to promote Mainland Chinese students’ well‐being.  相似文献   

CYBERFEMINISMS, CYBERLITERACIES, AND EDUCATIONAL CYBERSPHERES     

Jane Kenway  Helen Nixon 《Educational theory》1999,49(4):457-474

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Gender, task contexts, and children's performance on a computer-based task     

Karen Littleton  Helen Ashman  Paul Light  Jayne Artis  Tony Roberts  Annerieke Oosterwegel 《European Journal of Psychology of Education - EJPE》1999,14(1):129-139

Gender differences in response to computers have been widely reported. This study addresses the question of how far the context in which a computer task is presented can affect girls' and boys' on-task performance. In an experimental study involving 60 ten and eleven year-olds, we examine the effects of differential contextualisation on girls' and boys' performance on a computer-based perceptual-motor skills task. Our findings illustrate that even with a single, standard piece of software, children's performance can be substantially affected by the context in which that software is presented. The results suggest that gender differences in children's responses to computer tasks are relatively labile, and highly context sensitive. The implications and possible explanations for these findings are considered.  相似文献   

Teachers designing curriculum as professional development: A model for transformational science teaching     

Helen M. Parke  Charles R. Coble 《科学教学研究杂志》1997,34(8):773-789

We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997.  相似文献   

Education for the Environment: a critique     

Bob Jickling  Helen Spork 《Environmental Education Research》1998,4(3):309-327

This paper acknowledges that, in many contexts, the term ‘education for the environment’ has generated powerful images which have resonated with educators seeking empowerment for themselves and their students. We also acknowledge that it has enabled inquiry into socio‐political dimensions of environmental issues. However, we propose that this term has become a slogan and, as such, its use has been insufficiently problematised. We identify anomalies and inconsistencies associated with the use of ‘education for the environment.’ Further, we argue that the term is conceptually and linguistically flawed and that we may not need, or want, the structures that it imposes. In challenging, rather than casually accepting, this terminology, we seek to regenerate a fundamental dimension of the discourse within environmental education.  相似文献   

Relationship of negative contrast to animal models of fear and anxiety     

Charles F. Flaherty  Anna Greenwood  Joseph Martin  Mary Leszczuk 《Learning & behavior》1998,26(4):397-407

The relatedness of behavior elicited by reward reduction (successive negative contrast procedure) and behaviors produced by three animal models of anxiety (open-field emergence, elevated plus-maze, and context-shock fear conditioning) was examined by correlational and factor analytic procedures. Factor analysis (oblique rotation) indicated substantial independence among the tests: Trials 1 and 2 of the plus-maze loaded on two different factors unaccompanied by any other test; open-field emergence and context-shock fear loaded on the same factor; and negative contrast loaded on a fourth factor. However, negative contrast proved to be a dynamic process, with factor loadings changing across a 4-day postshift period—moving from an independent loading on the 1st postshift day to being clustered with context-shock fear and open-field emergence on the 2nd and 3rd postshift days to being clustered with just context-shock fear on the last postshift day. These latter data support a multistage theory of successive negative contrast.  相似文献