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This article first looks at the relationship between museums and art galleries and their potential audiences and, in particular, the under-represented sector of young visitors. It examines the main findings from the limited research available on young visitors, and goes on to discuss theories delineating the differences between the cultures, identities and values of culture consumers and culture providers. The second part of the article looks at what specific museums have done towards being more inclusive in their appeal, and then reports the findings of a survey of young people in relation to New Zealand's Auckland Art Gallery. The survey found that young people's ideas of what constitutes modern, relevant art do not match standard art criteria, and that most exhibitions and marketing methods do not mesh with their worldview. The article concludes by using data from the survey to suggest ways of engaging more young people with public art galleries. 相似文献
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Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献
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This study explores working students' college experiences using the grounded theory approach. Focus groups were conducted to allow working students to elaborate on their college experiences, clarifying issues not easily addressed through surveys. Two theoretical propositions are offered to describe how working students are constantly searching for meaningful work as well as meaning in their work. It is important for institutions to consider work as an educationally purposeful activity outside classroom and to create job opportunities that benefit students academically, socially and financially. 相似文献
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European Journal of Psychology of Education - The purpose of this study was to test the relationships between critical thinking, prior topic knowledge and beliefs, and multiple-document... 相似文献
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Lucia Kohlhauf Ulrike Rutke Birgit Neuhaus 《Journal of Science Education and Technology》2011,20(5):667-678
Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is
often regarded as ‘just looking’ rather than a basic scientific skill. As observation is one of the main research methods
in biological sciences, it must be considered as an independent research method and systematic practice of this method is
necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children
from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation
competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is
first necessary to assess each child’s competency. Therefore, drawing on the recent literature, we developed in this study
a competency model that was empirically evaluated within learners (N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific
interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as
expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest
was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting
of three dimensions (‘Describing’, ‘Scientific reasoning’ and ‘Interpreting’) and three skill levels, it was possible to assess
each child’s competency level and to develop and evaluate guided play activities to individually foster a child’s observation
competency. 相似文献
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Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Sara Scrimin Gianmarco Alto Ughetta Moscardino Massimiliano Pastore Lucia Mason 《Mind, Brain, and Education》2016,10(1):34-46
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self‐esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self‐esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self‐esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self‐esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self‐esteem in relation to academic success. 相似文献
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Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned. 相似文献