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131.
Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher-child relationship quality and children's academic achievement and behavior problems from kindergarten (ages 4-6 years) through 5th grade (ages 9-11 years). Results suggest that increases in teacher-child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher-child relationship quality is unchanging. 相似文献
132.
Santiago R. Acuña Héctor García Rodicio Emilio Sánchez 《European Journal of Psychology of Education - EJPE》2011,26(4):435-452
Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent
work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them
with indications of the limitations in learners' understanding that they are intended to revise, which makes learners deeply
process the explanations. We explored whether this is so for both learners with low and those with high prior domain knowledge.
In one experiment, 77 participants with low and high prior knowledge learned about plate tectonics from a multimedia presentation.
In addition to the presentation, half the participants received instructional explanations combined with indications, whereas
the rest received instructional explanations with no indications. After using the materials, the participants solved retention
and transfer tests. Results showed that low prior knowledge learners learned more from explanations including indications
of their misunderstandings, whereas high prior knowledge learners profited from instructional explanations either with or
without the indications. We discussed theoretical and practical implications. 相似文献
133.
Charbel Niño El-Hani Eduardo Fleury Mortimer 《Cultural Studies of Science Education》2007,2(3):657-702
In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving’s
epistemological pluralism, pragmatist philosophies, Southerland’s defense of instructional multicultural science education,
and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal
of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing
with cultural differences, according to which social argumentative processes—including those in science education—should be
marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences
if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the
coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding
of the scientific discourse in particular. We argue for “inclusion” of students’ culturally grounded ideas in science education,
but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of
“science” so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always
take in due account the diversity of students’ worldviews, giving them room in argumentative processes in science classrooms,
but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded
on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about
how learning is to take place in culturally sensitive science education, and about communicative approaches that might be
more productive in science classrooms organized as we propose here. We employ the conceptual profile model to address both
issues. We expect this paper can contribute to the elaboration of an instructional multicultural science education approach
that eliminates the forced choice between the goals of promoting students’ understanding of scientific ideas and of empowering
students through education.
相似文献
Eduardo Fleury MortimerEmail: |
134.
Máñez Ignacio Vidal-Abarca Eduardo Kendeou Panayiota Martínez Tomás 《Metacognition and Learning》2019,14(1):65-87
Metacognition and Learning - The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks.... 相似文献
135.
Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a way to encourage parental participation. Our data show that teachers promote parental involvement using strategies such as acceptance, expression and communication in school. These strategies seem to be negotiated in each situation based on the values prioritised by the teachers as a result of their interaction within the context they find themselves in. Factors such as family mobility, dispersion of homes and sociocultural status appear to condition these strategies. 相似文献
136.
Background: Question‐answering systems (or QA Systems) stand as a new alternative for Information Retrieval Systems. Most users frequently need to retrieve specific information about a factual question to obtain a whole document. Objectives: The study evaluates the efficiency of QA systems as terminological sources for physicians, specialised translators and users in general. It assesses the performance of one open‐domain QA system, START, and one restricted‐domain QA system, MedQA. Method: The study collected two hundred definitional questions (What is…?), either general or specialised, from the health website WebMD. Sources used by the open‐domain QA system, START, and the restricted‐domain QA system, MedQA, were studied to retrieve answers, and later a range of evaluation measures (precision, Mean Reciprocal Rank, Total Reciprocal Rank, First Hit Success) were applied to mark the quality of answers. Results: It was established that both systems are useful in the retrieval of valid definitional healthcare information, with an acceptable degree of coherent and precise responses from both. The answers supplied by MedQA were more reliable that those of START in the sense that they came from specialised clinical or academic sources, most of them showing links to further research articles. Conclusions: Results obtained show the potential of this type of tool in the more general realm of information access, and the retrieval of health information. They may be considered a good, reliable and reasonably precise alternative in alleviating the information overload. Both QA systems can help professionals and users can obtain healthcare information. 相似文献
138.
Purpose: The purpose of this work is focused on the study of the effect that feedback has on competence valuation, perceived competence, autonomous motivation, vitality, and performance in a throwing task. Method: Thirty-five college students (26 men and 9 women), without previous experience in the task, participated in this study. The students were randomly assigned to three experimental conditions (positive, negative, and lack of feedback). Results: The results of this study point out that only those who received positive feedback before the handball throwing task, in contrast to those who received negative feedback or did not receive any feedback, showed increased levels of competence valuation (p < .05, Cliff’s delta effect size = ?.30), perceived competence (p < .001, Cliff’s delta effect size = ?.77), and autonomous motivation (p < .05, Cliff’s delta effect size = ?.48). This group also presented higher levels of perceived competence (p < .001, Cliff’s delta effect size = ?.84) and subjective vitality (p < .001, Cliff’s delta effect size = ?.80) than the group who received negative feedback after the throwing task. Those who received positive feedback also showed a higher throwing speed at the end of task than those who received negative feedback (p < 0.001, Cliff’s delta effect size = ?.71) or than those who did not receive any feedback (p < .05, Cliff’s delta effect size = ?.56). Conclusions: Competence valuation, perceived competence, autonomous motivation, subjective vitality, and throwing speed were favorably influenced by positive feedback. These results have important implications for the training style applied by coaches. 相似文献
139.
140.