IV. Results     

Melanie Killen  Jennie Lee–Kim  Heidi McGlothlin  & Charles Stangor 《Monographs of the Society for Research in Child Development》2002,67(4):45-83

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“Essential cogs in the innovation machine”: The discourse of innovation in Ontario educational reform     

Ken Moffatt  Melanie Panitch  Henry Parada  Sarah Todd  Lisa Barnoff  Jordan Aslett 《Review of Education, Pedagogy & Cultural Studies》2016,38(4):317-340

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Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review   总被引：1，自引：0，他引：1  

Melanie Nind  Janice Wearmouth 《Journal of Research in Special Educational Needs》2006,6(3):116-124

This paper reports on the outcomes of the first in a series of three systematic literature reviews in inclusive education. The aims include establishing what research has been undertaken in the area of effective pedagogical approaches to enable children with special educational needs to be included in mainstream classrooms, synthesising themes in a purposive sample of the literature and examining how this research might inform practice. One outcome of this first literature review was an overview of the various ways that teachers are effectively including children with special educational needs. In this paper, using the literature, we share some of the characteristics of the teaching approaches that have been shown to lead to positive outcomes in the areas of academic attainment, social involvement and improved behaviour. We discuss how these approaches, particularly those involving peer group interactions, might be used by teachers to support all learners.  相似文献   

Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students     

Alison Cook-Sather  Crystal Des-Ogugua  Melanie Bahti 《Teaching in Higher Education》2018,23(3):374-389

This article describes a multistep intervention developed for an undergraduate course called ‘Advocating Diversity in Higher Education.’ The goal of the intervention was to affirm diversity and foster a sense of inclusion among students within and beyond the course. We contextualize the intervention in student protests during 2015 and 2016 regarding racial and other forms of discrimination on college and university campuses in the United States, and we describe how it is informed by several theoretical frames and associated practices: intersectionality, belonging, and radical pedagogical partnership. Co-authored by the faculty member who co-designed and co-taught the course, an undergraduate student who co-designed the course, and a recent graduate who co-created the course when she took it, the article embodies the inclusion and radical partnership it analyzes. It is intended to offer individuals working in higher education an intervention that can be adapted across contexts.  相似文献   

课堂教学气氛美的特点、价值与实现 ——基于气氛美学新视角的探讨     

美雅傈  李如密 《当代教育与文化》2021,13(5):33-38

教学气氛用来描述在特定的教学空间中发生的课堂情绪.教学气氛的主要特点是双重性,它既是教学的手段又是教学的目的;既是影响教学的主体,也是被影响的客体;它具有半即兴性的性质.教学气氛美是教学美的一种表现形式,具有感性和理性和谐的特性,能调动学生的学习动力,富有新意并且需要教师和学生共同创造和维持.教学气氛美是发展学生核心素养的重要途径,它让学习更有意义,增加迁移的可能性,提高学生对学习的兴趣,完善学习状态,从而培养学生的终身学习能力,提高学生的创造力.  相似文献   

Interpersonal Neural Synchrony During Father–Child Problem Solving: An fNIRS Hyperscanning Study     

Trinh Nguyen  Hanna Schleihauf  Melanie Kungl  Ezgi Kayhan  Stefanie Hoehl  Pascal Vrtička 《Child development》2021,92(4):e565-e580

Interpersonal neural synchrony (INS) has been previously evidenced in mother–child interactions, yet findings concerning father–child interaction are wanting. The current experiment examined whether fathers and their 5- to 6-year-old children (N = 66) synchronize their brain activity during a naturalistic interaction, and addressed paternal and child factors related to INS. Compared to individual problem solving and rest, father–child dyads showed increased INS in bilateral dorsolateral prefrontal cortex and left temporo-parietal junction during cooperative problem solving. Furthermore, the father’s attitude toward his role as a parent was positively related to INS during the cooperation condition. These results highlight the implication of the father’s attitude to parenting in INS processes for the first time.  相似文献   

Elementary Preservice Teachers as Warm Demanders in an African American School     

Elyse Hambacher  Melanie M. Acosta  Elizabeth Bondy  Dorene D. Ross 《The Urban Review》2016,48(2):175-197

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Application of a rolled cookie laboratory exercise as a method for students to gain undergraduate research experience in food science     

Melanie L. Heermann  Kelly J. K. Getty  Umut Yucel 《Journal of Food Science Education》2020,19(3):141-151

Hands‐on learning is a proven method of improving students’ critical thinking skills. Undergraduate research projects are encouraged to help students develop research and laboratory skills. If properly designed and implemented, research opportunities can be embedded in existing student coursework, which increases the number of students who can participate in these research opportunities. Objectives of this study were twofold: (a) to determine students’ perceptions of an undergraduate research laboratory exercise and (b) provide an innovative laboratory exercise for instructors to implement in their own classrooms. Rolled cookies were prepared by a food science class according to American Association of Cereal Chemists Method 10–50.05, using sucrose and alternative sweeteners and evaluated for physicochemical and organoleptic attributes. After completing the exercise, students evaluated cookie physical/organoleptic properties using a hedonic scale, were asked about personal demographics, and were surveyed about research/writing skills and food processing knowledge using a Likert scale. Approximately 50% of the class responded to the 2018 survey and nearly 85% responded to the 2019 survey. On average, 81.6% of students responded with “Strongly Agree” or “Somewhat Agree” to all survey questions, including data collection and analysis, critical thinking skills, experimental design, and replications. Students responded that detailed instructions provided by instructors were beneficial to their ability to understand experimental design, scientific communication, and the importance of using scientific resources.  相似文献   

Teacher Enthusiasm: Reviewing and Redefining a Complex Construct     

Keller  Melanie M.  Hoy  Anita Woolfolk  Goetz  Thomas  Frenzel  Anne C. 《Educational Psychology Review》2016,28(4):743-769

Educational Psychology Review - The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since...  相似文献   

How children and adolescents evaluate gender and racial exclusion     

Killen M  Lee-Kim J  McGlothlin H  Stangor C 《Monographs of the Society for Research in Child Development》2002,67(4):i-vii, 1-119

Children's and adolescents' social reasoning about exclusion was assessed in three different social contexts. Participants (N = 294) at three ages, 10 years (4th grade), 13.7 years (7th grade), and 16.2 years (10th grade), fairly evenly divided by gender, from four ethnic groups, European-American (n = 109), African-American (n = 96), and a combined sample of Asian-American and Latin-American participants (n = 89) were interviewed regarding their social reasoning about exclusion based on group membership, gender, and race. The contexts for exclusion were friendship, peer, and school. Significant patterns of reasoning about exclusion were found for the context, the target (gender or race) of exclusion, and the degree to which social influence, authority expectations, and cultural norms explained children's judgments. There were also significant differences depending on the gender, age, and ethnicity of the participants. The findings support our theoretical proposal that exclusion is a multifaceted phenomenon and that different forms of reasoning are brought to bear on the issue. This model was drawn from social-cognitive domain theory, social psychological theories of stereotype knowledge and intergroup relationships, and developmental studies on peer relationships. The results contribute to an understanding of the factors involved in the developmental emergence of judgments about exclusion based on group membership as well as to the phenomena of prejudice, discrimination, and the fair treatment of others.  相似文献