Postgraduate Medical Education and Libraries, 24 November 1993, Bristol     

Pam Prior 《Health information and libraries journal》1994,11(1):64-66

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QUANTIFYING THE GENDER GAP IN SCIENCE INTERESTS   总被引：1，自引：0，他引：1  

Ayelet Baram-Tsabari  Anat Yarden 《International Journal of Science and Mathematics Education》2011,9(3):523-550

Nearly 5,000 self-generated science-related K–12 students’ questions, classified into seven science subjects, were used to quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between boys’ and girls’ science interests did not exist during early childhood, but increased over 20-fold by the end of high school. Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science interests between different populations based on different data sources.  相似文献   

The influence of teacher education on mentor teachers’ role perception in professional development schools     

Aviva Klieger  Anat Oster-Levinz 《师资教育杂志》2015,41(2):115-127

Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception.  相似文献   

V. SLEEP AS A MIRROR OF DEVELOPMENTAL TRANSITIONS IN INFANCY: THE CASE OF CRAWLING          下载免费PDF全文

Anat Scher  Dina Cohen 《Monographs of the Society for Research in Child Development》2015,80(1):70-88

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Assessing the cognitive demands required of students in class discourse,homework assignments and tests     

Anat Zohar  Noa Schwartzer  Pinchas Tamir 《International Journal of Science Education》2013,35(7):769-782

An important question which is often overlooked addresses the nature and quantity of higher‐order thinking activities when teachers are not explicitly ‘teaching for thinking’ but rather acting and behaving routinely. This study investigates the scope and nature of tasks demanding students’ application of higher‐order thinking skills while studying biology in junior and senior high schools in Israel. The method used is the collection and analysis of questions asked by teachers during classroom discourse, in homework assignments and in tests. The main findings show: (a) that the frequency of higher‐order thinking questions in biology class discourse in Israel is approximately 20%; (b) that the cognitive level of teachers’ questioning in HS is higher than in JHS; (c) that the matriculation exam has a strong influence on tests given by teachers; and (d) that while inquiry questions permeated HS testing they are less salient in HS class discourse, indicating the need for remedial treatment which should include the integration of more inquiry‐oriented pedagogies into classroom practice.  相似文献   

Book Reviews     

Pam Prior 《Health information and libraries journal》1996,13(4):219-220

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Listening differently: A pedagogy for expanded listening          下载免费PDF全文

Michael Gallagher  Jonathan Prior  Martin Needham  Rachel Holmes 《British Educational Research Journal》2017,43(6):1246-1265

Mainstream education promotes a narrow conception of listening, centred on the reception and comprehension of human meanings. As such, it is ill‐equipped to hear how sound propagates affects, generates atmospheres, shapes environments and enacts power. Yet these aspects of sound are vital to how education functions. We therefore argue that there is a need to expand listening in education, and suggest that listening walks could provide a pedagogy for this purpose. Using interview data in which early years practitioners reflect on a listening walk, we show how the method can: (i) produce heightened multisensory experiences of spaces; (ii) generate forms of difficulty and discomfort that produce new learning; and (iii) influence practice, particularly practitioners’ ability to empathise with young children. Listening walks function by disrupting everyday sensory habits, provoking listeners to listen anew to their own listening, in an open‐ended way that is not tied to predetermined learning outcomes. The method therefore has wider pedagogic potential for rethinking education and childhood beyond rationality, representation and meaning.  相似文献   

Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen     

Dirk Jan Boerwinkel  Anat Yarden  Arend Jan Waarlo 《Science & Education》2017,26(10):1087-1114

To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: “What knowledge of genetics is relevant to those individuals not professionally involved in science?” and “Why is this knowledge relevant?” The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases.  相似文献   

Opportunities for change: the future roles of the health library and information professional     

Harrison J  Prior P 《Health information and libraries journal》2006,23(Z1):1-2

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The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think‐Aloud Study     

Menahem Yeari  Anat Lavie 《Learning disabilities research & practice》2021,36(1):40-55

The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading.  相似文献