Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors     

Anita S. McGinty  Laura M. JusticeShayne B. Piasta  Joan KaderavekXitao Fan 《Early childhood research quarterly》2012,27(1):77

This study examined preschool teachers’ (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment (global classroom quality, literacy environment) were obtained by aggregating observations taken across the 30 weeks of the study. Child outcomes were measured as spring print knowledge performance, controlling for fall. Child developmental characteristics were measured directly (language ability) and indirectly (attentional skills) in fall and winter, respectively. Findings showed that explicit print instruction contributed to children's learning, but its benefits decreased as the quality of the classroom and children's attentional skills increased. Implications for research and practice are discussed.  相似文献   

Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning     

Anita Stender  Maja Brückmann  Knut Neumann 《International Journal of Science Education》2013,35(12):1690-1714

  相似文献   

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound,Hearing and Health     

Eva West  Anita Wallin 《International Journal of Science Education》2013,35(6):980-1011

Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10–14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching–learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10–11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.  相似文献   

Student Decision-Making about a Globally Familiar Socioscientific Issue: The value of sharing and comparing views with international counterparts     

Marcus Grace  Yeung Chung Lee  Roman Asshoff  Anita Wallin 《International Journal of Science Education》2013,35(11):1855-1874

This paper focuses on the views of 16–17-year-old science students from England, Germany, Hong Kong and Sweden on whale hunting, and their perceptions of the views of their international counterparts. The students were all provided with the same decision-making task, discussed the issue in small groups and then presented their views on video, which were shared with their counterparts. The findings show that the decision-making task served to deepen and modify students' views across all nationalities, and the students generally valued and learned from the sharing of views with students of the same age from around the world. However, an important discovery was that the German students' opinions often ran counter to those from the other 3 locations, and the paper cautions against making broad-sweeping generalisations about students' views on socioscientific issues.  相似文献   

The Acquisition of Professional Expertise—a challenge for educational research     

Päivi Tynjälä  Anita Nuutinen  Anneli Eteläpelto  Juhani Kirjonen  Pirkko Remes 《Scandinavian Journal of Educational Research》2013,57(3-4):475-494

  相似文献   

Poets’ Corner: “8:00 Class” and “Higher Education”     

Anita Brehm 《Clearing house (Menasha, Wis.)》2013,86(8)

  相似文献   

Perceptions of Learning: Interviews with First and Second Graders in a Hungarian Primary School     

Anita Habók  Anna Babarczy 《Early Childhood Education Journal》2018,46(1):61-71

The paper discusses children’ attitudes towards school and learning soon after entering primary school in Hungary. First and second grade primary school students (N?=?33) were interviewed. The interviews explored the following questions: What are the teachers’ and the children’s roles in the classroom? What is learning? Where do children learn? What kind of learning strategies do students use in arithmetic and reading? How are students evaluated in the school? What do students like best about school? The data suggest that the children quickly adapt to the school environment and, on the whole, have a positive attitude towards school and learning but—with a few exceptions—their views on the role of schooling in life reflect traditional, school subject centred goals and values and little awareness of the learning process.  相似文献   

Teaching English-Spanish cognate-recognition strategies through the Américas Book Award-winners and honor picture books     

José A. Montelongo  Anita C. Hernández  Johanna Esquivel  Francisco Serrano-Wall  Adriana Goenaga de Zuazu 《Journal of Latinos & Education》2018,17(4):300-313

Cognates are words that are the same or nearly the same orthographically and semantically in English and Spanish. The majority of the more than 20,000 cognates are academic vocabulary words comprised of Latin and Greek roots and affixes. Several thousand cognates can be found in the picture books that have earned the Américas Book Award, which was established to honor quality multicultural books that portray Latino cultures in a positive light. The authors present lessons for teaching primary school Latino ELLs about cognates through the Américas Award picture books, as they educate their students about their rich Latino cultures.  相似文献   

A model for the evaluation of search queries in medical bibliographic sources     

Anita A. H. Verhoeven  Peter M. Boendermaker  Edzard J. Boerma  Betty Meyboom-De Jong 《Health information and libraries journal》1999,16(3):141-150

The aim of this study was to develop a model to evaluate the retrieval quality of search queries performed by Dutch general practitioners using the printed Index Medicus, MEDLINE on CD-ROM, and MEDLINE through GRATEFUL MED. Four search queries related to general practice were formulated for a continuing medical education course in literature searching. The selected potential relevant citations from the course instructor and the 103 course participants together served as the basic set for the three judges to evaluate for (a) relevance and (b) quality, with the latter based on journal ranking, research design and publication type. Relevant individual citations received a citation quality score from 1 (low) to 4 (high). The overall search quality was expressed in a formula, which included the individual citation quality score of the selected and missed relevant citations, and the number of selected non-relevant citations. The outcome measures were the number and quality of relevant citations and agreement between the judges. Out of 864 citations, 139 were assessed as relevant, of which 44 citations received an individual citation quality score of 1, 76 of 2, 19 of 3 and none of 4. The level of agreement between the judges was 68% for the relevant citations, and 88% for the non-relevant citations. We describe a model for the evaluation of search queries based not only on the relevance, but also on the quality of the citations retrieved. With adaptation, this model could be generalized to other professional users, and to other bibliographic sources.  相似文献   

Students' understanding of the greenhouse effect,the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion     

Bjrn Andersson  Anita Wallin 《科学教学研究杂志》2000,37(10):1096-1111

This study is an attempt to contribute to the growing body of knowledge about students' conceptions and views concerning environmental and natural resource issues. Answers have been sought to the following questions: “How do Swedish students in grade 9 (15–16 years old) and grade 12 (18–19 years old) explain the greenhouse effect?”, “How do they think reduction of CO₂ emission would affect society?” and “How do they explain that the depletion of the ozone layer is a problem?” The method chosen to answer these questions was to give students written tasks of the open‐ended type. Five models of the greenhouse effect appear among the answers, all more or less incomplete, but nevertheless with potential for development. The students' responses also indicate that they do not fully understand what fundamental societal changes would occur as a result of a drastic reduction in CO₂ emission. On the other hand, they are rather well informed about how injurious depletion of the ozone layer is to humans. The findings are discussed, including implications for teaching. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1096–1111, 2000  相似文献