The part-whole schema and artithmetical problems     

Miriam A. D. Wolters 《Educational Studies in Mathematics》1983,14(2):127-138

This article consists of a review of work done by Dutch and Belgian researchers on arithmetical problems, especially word-problems, involving addition and substraction. The purpose of this review is to synthesise the research on the relationship between instruction in the part-whole line diagram and the solution of arithmetical problems. In the discussion part of this paper, these findings are interpreted from a logical (mathematical) as well as from a psychological point of view.  相似文献   

The role of observational learning in the development of personal spaceEl rol del aprendizaje por medio de observación en el desarrollo del espacio personal.Le rôle de l'apprentissage observationel dans le développement de l'espace personnel.     

Miriam Fonseca 《Int J Intercult Relat》1978,2(3):283-294

Considerable research has been done on personal space, its determinants, methods of measurement, and traits of personality related to it. It is quite certain that personal space aspects are learned, and this accounts for the cultural differences found. This study was an attempt to consider the role of vicarious learning in establishing and changing children's personal space. A second purpose of the experiment was to gather some data on Brazilian boys and girls' personal space dimensions. Subjects: Forty-eight boys and 48 girls attending fifth grade with a mean age of 11 years and five months. Method: Personal space of subjects was measured twice using the Pedersen Personal Space Measure (a simulated pencil and paper measure of personal space). Between the two measurements subjects were submitted to one of the four experimental conditions: Group I saw a model being punished for invasion of personal space; Group II saw the model being rewarded; Group III saw no consequences happen to the model; and Group IV had no exposure to models. Results: The differences between the first and second measurements of personal space revealed that the four groups differed significantly: Group I increased personal space; Group II and group III decreased it; While group IV did not change. The hypothesis that vicarious learning influences the formation and modification of personal space was thus confirmed. As for the exploration on Brazilian children's personal space, it was found that although there were no differences due to sex of the subject, both boys and girls kept significantly smaller distances from girls than from boys, probably revealing social influences.  相似文献   

No Shelf Required: E-Books in Libraries edited by Sue Polanka     

Miriam Carruthers 《Medical reference services quarterly》2013,32(1):126-127

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Planting pansies on the roof a critique of how New York city tests reading     

Miriam Wasserman 《The Urban Review》1969,3(3):30-34

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Tensions and paradoxes in teaching: implications for teacher education     

Miriam Ben-Peretz 《欧洲师范教育杂志》2018,41(2):202-213

This paper focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education. For instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalism in school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the paper.  相似文献   

Intergenerational impact of a curriculum enigma: the scholarly legacy of Joseph J. Schwab     

Miriam Ben-Peretz 《Educational studies》2018,44(4):421-448

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Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio     

Miriam Hamilton 《Studying Teacher Education》2018,14(1):88-102

This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach.  相似文献   

Children,Research & Policy     

Miriam E. David 《British Journal of Sociology of Education》1997,18(2):295-308

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The Legal Trends‐‐Implications for Menstruation/Fertility Management for Young Women who have an Intellectual Disability     

Miriam Taylor  Glenys Carlson 《International Journal of Disability, Development & Education》1993,40(2):133-157

Since 1988, there have been a number of Family Court of Australia cases where permission was sought for a hysterectomy (surgical removal of the uterus) to be performed on premenarchal women who have an intellectual disability. The case judgments refer to several cases from appellate overseas courts. While the judgments indicate a division of judicial opinion on the issue of the necessity of court consent for such surgery on this group of young women, all of the judges sanctioned a premenarchal hysterectomy. This paper will review the cases with specific reference to relevant Australian legislation, and the implications for women who have an intellectual disability which may have international applicability.  相似文献   

OECD and Educational Policy Development in Australia     

Miriam Henry 《Discourse: Studies in the Cultural Politics of Education》1996,17(1):101-106

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