A cross-cultural study of piagetian concrete reasoning and science concepts among rural fifth-grade Mexican-and anglo-American students     

R. Lloyd Brown  James F. Fournier  Richard H. Moyer 《科学教学研究杂志》1977,14(4):329-334

  相似文献   

Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments     

MacMahon  Stephanie  Carroll  Annemaree  Gillies  Robyn M. 《Learning Environments Research》2020,23(3):379-393

Learning Environments Research - Student achievement and engagement are both influenced by the quality of the learning environment. Effective learning environments are characterised by high levels...  相似文献   

Adolescents at risk for violence     

Richard Lowry  David Sleet  Carlton Duncan  Ken Powell  Lloyd Kolbe 《Educational Psychology Review》1995,7(1):7-39

Interpersonal violence among youth is a growing problem in many communities and schools across the nation. The causes of violence are multiple and complex. This paper examines the extent and nature of interpersonal violence among youth as well as the individual and societal factors which contribute to youth violence. Adolescents are disproportionately represented as both victims and perpetrators of fatal and nonfatal assaultive violence. Homicide rates among young men in the United States are vastly greater than those of other Western industrialized nations. Persons age 12–24 years face the highest risk of nonfatal violent victimization of any segment of our society. Arrest rates for homicide, rape, robbery, and aggravated assault peak among adolescents and young adults. Further, arrest rates for murder and other violent crimes have increased substantially among this age group since the mid-1980s. Effective prevention programs will require combinations of interventions aimed at multiple factors and delivered through many channels.  相似文献   

Exploring the real-world decision-making of novice and experienced teachers     

Claire A. Lloyd 《Journal of Further & Higher Education》2019,43(2):166-182

For the past two decades, those involved in teacher training have encouraged teachers to incorporate evidence from research into a process of critical reflection to improve the quality of their decisions. Using research as part of a deliberative reflective process has been thought to enable teachers to learn from their practice. However, teachers’ decision-making has proven highly impervious to external influence. Teachers often resist reflective models that attempt to take their thinking to deeper, critical levels and are unlikely to use empirical evidence to inform their decisions. Given these conditions, this study seeks further insight into teachers’ pedagogical decision-making amidst the complex dynamics of ‘real-world’ educational contexts. Based on a systematic review of over three decades of decision research, a questionnaire was developed to investigate the decision process of 80 pre- and in-service teachers working in the post-compulsory sector. Data were analysed to uncover how these teachers made sense of the range of information that came into play when deciding how to resolve a pedagogical issue and the sources they used to inform their decision-making. If those involved in pre- and in-service teacher training could build upon teachers’ intrinsic decision processes, they could potentially support greater decision effectiveness.  相似文献   

Effects of color in filmed behavior sequences on description and elaboration by liberian schoolboys     

Verlon Lloyd Stone 《Educational technology research and development : ETR & D》1983,31(1):33-45

Scanlon (1967,1970) found significant color effects when he content analyzed and compared written accounts about achromatic and chromatic versions of the same television programs. The present study which replicated many aspects of Scanlon’s studies but used more rigorous and systematic procedures, confirms Scanlon’s idea as a useful one but does not support Scanlon’s findings. It appears that for some simple cognitive tasks, a chromatic presentation seems to elicit more verbal responses than an achromatic version.  相似文献   

Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think with Mental Models     

Chia-Yu Wang  Lloyd H. Barrow 《Research in Science Education》2011,41(4):561-586

This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences in students’ understanding of molecular geometry and polarity. We were interested in characterizing features and levels of sophistication regarding first-year university chemistry learners’ mental modeling behaviors while the learners were solving problems associated with spatial information. To serve this purpose, we conducted case studies on nine students who were sampled from high-scoring, moderate-scoring, and low-scoring students. Our findings point to five characteristics of mental modeling ability that distinguish students in the high-, moderate-, and low-ability groups from one another. Although the levels of mental modeling abilities have been described in categories (high, moderate, and low), they can be thought of as a continuum with the low-ability group reflecting students who have very limited ability to generate and use mental models whereas students in the high-ability group not only construct and use mental models as a thinking tool, but also analyze the problems to be solved, evaluate their mental models, and oversee entire mental modeling processes. Cross-case comparisons for students with different levels of mental modeling ability indicate that experiences of generating and manipulating a mental model based on imposed propositions are crucial for a learner’s efforts to incorporate content knowledge with visual-spatial thinking skills. This paper summarizes potential factors that undermine learners’ comprehension of molecular geometry and polarity and that influence mastery of this mental modeling ability.  相似文献   

Impacts of enquiry-based science teaching on achievement gap between high-and-low SES students: findings from PISA 2015     

Nai-En Tang  Lloyd Barrow  William Romine 《International Journal of Science Education》2019,41(4):448-470

The purpose of this study was to empirically investigate, in a large-scale assessment, the prevalence of enquiry-based teaching, as defined by PISA, implemented in science lessons, and the extent to which it is related to students from different socioeconomic status (SES) family backgrounds in the U.S. The Programme of International Student Assessment (PISA) 2015 data including 5,146 students in the U.S. were used. A Latent Profile Analysis (LPA) was conducted to classify students into different science teaching subgroups. Mixture regression analysis was conducted to examine whether there the association between SES and achievement varied across science teaching subgroups. Four science teaching subgroups were identified, varying in the frequency of and type of teaching practices used. Students’ attitudes, gender, science instruction time, and reading achievement are significant predictors of the subgroup membership. SES-achievement gap also varied across the science teaching subgroups. Discussions for the results and suggestions for future study were presented.  相似文献   

Focus on Music 2. Exploring the musicality of children and young people with retinopathy of prematurity – By Adam Ockelford and Christine Matawa     

Pat Lloyd 《British Journal of Special Education》2010,37(3):163-164

  相似文献   

Entryway into the child protection system: The impacts of child maltreatment reporting policies and reporting system structures     

Julie A. Steen  Lloyd Duran 《Child abuse & neglect》2014

This study was designed to assess the impacts of maltreatment reporting policies and reporting system structures on four aspects of entry into the child protection system (the maltreatment referral rate, the percentage of referrals screened in for investigation, the screened-in report rate and the substantiated report rate). Using secondary data from several sources, eight multiple linear regression models were created and analyzed. Results from a sample of 44 states indicated significant effects for system structure but no effects for reporting policies. Specifically, states with decentralized reporting system structures were significantly more restrictive in access than other states. These results have implications for child welfare administrators and policymakers seeking to maximize access for maltreated children and their families.  相似文献   

Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer     

Nicklin  Laura Louise  Wilsdon  Luke  Chadwick  Darren  Rhoden  Laura  Ormerod  David  Allen  Deborah  Witton  Gemma  Lloyd  Joanne 《Education and Information Technologies》2022,27(6):7653-7678

Education and Information Technologies - In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher...  相似文献