The impact of a cooperative learning experience on pupils’ popularity,non‐cooperativeness,and interethnic bias in multiethnic elementary schools     

Michiel Bastiaan Oortwijn  Monique Boekaerts  Paul Vedder  Janna Fortuin 《教育心理学》2008,28(2):211-221

In this study we investigated popularity and perceived non‐cooperativeness in multiethnic elementary schools. A sample of 94 pupils aged 10–12 years, from five multiethnic elementary schools, were divided into 26 teams and participated in a structured cooperative learning (SCL) curriculum of 11 lessons. Neither teachers nor pupils had prior SCL experience. The results show that SCL time increased popularity and decreased perceived non‐cooperativeness across ethnic backgrounds. In addition, experience with SCL enhanced the popularity of immigrant pupils and decreased differences in perceived non‐cooperativeness between immigrant and non‐immigrant pupils. Importantly, SCL time only raised popularity and decreased perceived non‐cooperativeness within ethnically heterogeneous teams. This last result extends the notion that enduring interethnic contact is fruitful for interethnic friendships.  相似文献   

Knowledge about word structure in beginning readers: what specific links are there with word reading and spelling?     

Monique Sanchez  Annie Magnan  Jean Ecalle 《European Journal of Psychology of Education - EJPE》2012,27(3):299-317

The present study had two aims: (1) to examine kindergarten (Kg) and first grade (G1) children’s early word structure knowledge, that is letter, phonological, morphological, and orthographic knowledge, and (2) to provide evidence of specific links between these various types of knowledge and word reading and spelling performance assessed in G1. A short longitudinal study was conducted with French-speaking children. Beyond phonological and morphological knowledge, identified here as in many other studies, the results provided evidence of a level of orthographic knowledge in the Kg children who exhibited an ability to process graphotactic constraints (i.e., legal combinations of letters). Moreover, whatever the type of items (affixed, pseudo-affixed, regular, or irregular words) being processed, either in reading or in spelling, letter naming was seen to be the strongest predictor of reading and spelling performance. The second important predictor related to phonological knowledge and more particularly phoneme extraction as a proximal predictor. Morphological knowledge appeared to be less important, and finally, the smallest contribution was made by orthographic knowledge.  相似文献   

Dissonance Between Parent‐Selected Bedtimes and Young Children's Circadian Physiology Influences Nighttime Settling Difficulties     

Monique K. LeBourgeois  Kenneth P. Wright Jr.  Hannah B. LeBourgeois  Oskar G. Jenni 《Mind, Brain, and Education》2013,7(4):234-242

Nighttime settling difficulties (i.e., bedtime resistance, sleep‐onset delay) occur in about 25% of young children and are associated with attentional, behavioral, and emotional problems. We examined whether the timing of internal (endogenous) circadian melatonin phase (i.e., dim light melatonin onset; DLMO) and its relationship with parent‐selected bedtimes were related to nighttime settling behaviors. Fourteen regularly napping preschoolers (8 females; 30–36 months) participated in a 6‐day protocol (parent‐report of nighttime settling, actigraphic assessment of sleep onset latency, evening salivary DLMO). Average DLMO clock time was 07:40 p.m. ± 00:48 minutes, occurring 29 minutes ± 32 minutes prior to bedtime (lights‐out). Children with later DLMOs had longer sleep‐onset latencies (r = .62) and poorer success in falling asleep (r = ?.59). Children whose bedtimes were closer to their DLMO had longer sleep‐onset latencies (r = .72) and increased bedtime resistance (r = ?.54). We conclude that dissonance between parent‐selected bedtimes and children's circadian physiology may contribute to the development of nighttime settling difficulties in early childhood.  相似文献   

Conflict management satisfaction and relational and sexual satisfaction     

Monique M. Mitchell  Franklin J. Boster 《Communication Research Reports》2013,30(4):388-396

This study examines predictors of relational, and sexual, satisfaction. Specifically, it is hypothesized that the discrepancy between real and ideal conflict management style is antecedent to relational satisfaction, which is a direct antecedent of sexual satisfaction. It is suggested that communicating in the manner that one sees as ideal is important in predicting relational satisfaction. Surveys including measures for conflict management style, relational satisfaction, and sexual satisfaction were administered to 290 participants. These data were consistent with the proposed model.  相似文献   

The Research Team Concept,II: (Still) An Approach to Graduate Training     

Monique Mitchell Turner 《Communication Research Reports》2013,30(3):225-230

This paper advocates for employing graduate research teams as a way to train graduate students. Research teams allow for a community of scholars to share knowledge and exchange ideas. By employing an apprenticeship-type program for graduate students, they are provided an opportunity to transition from a student to a young scholar. Such training prepares students to develop and implement their own research programs and train their future graduate students. Graduate students can be involved in conceptualizing research questions, designing studies, developing measuring instruments, gathering and analyzing data, and more. Nonetheless, implementing and organizing research teams can be an arduous process that should not be entered into lightly. This paper provides ideas for the construction of teams as well as issues to consider before implementing the team concept.  相似文献   

Motivating Emergency Preparedness Behaviors: The Differential Effects of Guilt Appeals and Actually Anticipating Guilty Feelings     

Monique Mitchell Turner  Jill Cornelius Underhill 《Communication quarterly》2013,61(4):545-559

The continuing threat of terrorist attacks and natural disasters presents a unique challenge for communication scholars and practitioners. One way to increase motivation is through the use of guilt appeals; yet, message designers must be aware of the potential negative consequences of employing messages that induce too much guilt. In a field experiment, researchers investigate the use of guilt appeals within the context of disaster preparedness with a nationally representative sample to enhance perceived importance of emergency preparedness, increase risk perceptions, and motivate behavioral intentions to prepare.  相似文献   

Exploring the relevance of Holocaust education for human rights education     

Monique Eckmann 《Prospects》2010,40(1):7-16

Can Holocaust education be considered a tool for human rights education? If so, to what extent? These questions elicit discussions among a wide range of educators, and interest among politicians, educational planners, and ministries in charge of memorials. At first glance the obvious answer seems to be yes; both educators and students have strong expectations in this regard. But educators in both fields can find it difficult to include both topics in one programme. The article clarifies some basic concepts regarding the traditions of Holocaust education and human rights education, and then makes a distinction among learning about, learning for, and learning within a framework of human rights. This distinction makes it possible to differentiate the possible contributions, and the limits, of Holocaust education as a human rights tool in these three areas. Also, as these two fields evolved in very separate ways, common projects could bring together concepts and experiences from both fields to develop further possibilities.  相似文献   

ALPSP Seminar report     

Monique Heald 《Learned Publishing》1999,12(2):149-151

  相似文献   

Gender-related effects of computer and information literacy education     

Monique Volman 《课程研究杂志》2013,45(3):315-328

In the school year 1993-94 a new subject, Information and computer literacy' (ICL), was introduced in lower secondary education in the Netherlands. This article reports on a study of the effects of the curriculum materials used and of teaching behaviour in ICL lessons on changes in girls' and boys' attitudes towards computers, knowledge about ICL , and future plans. A second question focuses on the gender-linked ideas about the subject developed by pupils during ICL lessons. Students appear to enter the classroom with gender-linked patterns of behaviour and attitudes, but education plays an important role. After the course the differences in knowledge between girls and boys have diminished. However, the course was not able to remove gender differences in attitudes. Moreover, for students who worked with a non-genderinclusive method, gender differences in attitudes increased. The events and experiences in the classroom contribute to the extension of gender-specific repertoires of pupils.  相似文献   

Training for Interreligious Classroom Teaching: An Empirical Study     

Natascha Kienstra  Monique van Dijk-Groeneboer  Olav Boelens 《Religious education (Chicago, Ill.)》2013,108(5):594-608

Interreligious education should support cultural and religious diversity in the classroom by inviting new perspectives. Four contexts are important in this regard, as follows: auto-interpretation of one’s own religious tradition, auto-interpretation of foreign traditions, allo-interpretation of one's own religious tradition, and allo-interpretation of foreign traditions. Previous empirical research in the Netherlands has indicated that interreligious learning is not possible in the classroom. However, this study investigated interreligious education from the teaching perspective by conducting an exercise among twenty-four religious and worldview teachers. Specifically, a combination of student teachers, schoolteachers, and teacher trainers took part in a secondary school workshop before answering interview questions. Most participants discussed their own or foreign traditions using auto-interpretation. However, approximately half of all teacher trainers discussed their own traditions using allo-interpretation, although none discussed foreign traditions from the same perspective. In addition, student teachers reached the highest level of interreligious learning available in this study by using multiple perspectives to promote inquiry and engage in productive debate. Although interreligious education is problematic at multiple teaching levels, these results indicate that interreligious teaching practices may be improved through increased training.  相似文献