排序方式： 共有28条查询结果，搜索用时 15 毫秒
1.
2.
3.
Marcie J. Bober Howard J. Sullivan Deborah L. Lowther Patrick Harrison 《Educational technology research and development : ETR & D》1998,46(3):81-97
This study investigated classroom practices of 38 teachers enrolled in university masters' degree programs in educational technology and in other areas of education. The classroom practices related to five key concepts associated with educational technology: (a) learner-centered instruction, (b) instructional design, (c) media and technology, (d) assessment, and (e) instructional alignment. Teachers rated their frequency of use of desirable practices in these five areas on a 30-item Likert type survey. In addition, one class of students per teacher rated its own teacher's frequency of use of the practices on 20 items parallel to items on the teacher survey. The mean overall rating across all teachers for the classroom practice items was very close to Often, or 4.0, on the 5-point scale. There were few reported differences between the teachers enrolled in educational technology programs and those enrolled in other education programs. Student ratings indicated less frequent teacher use of the desirable practices on 16 of the 20 common items, with significantly lower student ratings on 8 of these items. However, there was strong teacher-student agreement on several other comparisons.The study reported in this article was conducted as a doctoral dissertation at Arizona State University. 相似文献
4.
Pathways to mathematics: longitudinal predictors of performance 总被引：1，自引：0，他引：1
LeFevre JA Fast L Skwarchuk SL Smith-Chant BL Bisanz J Kamawar D Penner-Wilger M 《Child development》2010,81(6):1753-1767
A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence. 相似文献
5.
Davies PT Harold GT Goeke-Morey MC Cummings EM Shelton K Rasi JA 《Monographs of the Society for Research in Child Development》2002,67(3):i-v, vii-viii, 1-115
Guided by the emotional security hypothesis developed by Davies & Cummings (1994), studies were conducted to test a conceptual refinement of children's adjustment to parental conflict in relation to hypotheses of other prominent theories. Study 1 examined whether the pattern of child responses to simulations of adult conflict tactics and topics was consistent with the emotional security hypothesis and social learning theory in a sample of 327 Welsh children. Supporting the emotional security hypothesis, child reports of fear, avoidance, and involvement were especially prominent responses to destructive conflict. Study 2 examined the relative roles of child emotional insecurity and social-cognitive appraisals in accounting for associations between parental conflict and child psychological symptoms in a sample of 285 Welsh children and parents. Findings indicated that child emotional insecurity was a robust intervening process in the prospective links between parental conflict and child maladjustment even when intervening processes proposed in the social-cognitive models were included in the analyses. Studies 3 and 4 explored pathways among parental conflict, child emotional insecurity, and psychological adjustment in the broader family context with a sample of 174 children and mothers. Supporting the emotional security hypothesis, Study 3 findings indicated that child insecurity continued to mediate the link between parental conflict and child maladjustment even after specifying the effects of other parenting processes. Parenting difficulties accompanying interparental conflict were related to child maladjustment through their association with insecure parent-child attachment. In support of the emotional security hypothesis, Study 4 findings indicated that family instability, parenting difficulties, and parent-child attachment insecurity potentiated mediational pathways among parental conflict, child insecurity, and maladjustment. Family cohesiveness, interparental satisfaction, and interparental expressiveness appeared to be protective factors in these mediational paths. No support was found for the social learning theory prediction that parent-child warmth would amplify associations between parental conflict and child disruptive behaviors. 相似文献
6.
7.
8.
9.
Marcie N. Desrochers Michael J. Pusateri Jr Herbert C. Fink 《Assessment & Evaluation in Higher Education》2007,32(5):527-539
Alternative methods of assessing student knowledge are useful since assessment is increasingly being emphasized by administrators, accrediting agencies and legislators. A game (team) format to assess students' knowledge of course material was experimentally compared with the traditional format of testing a student who answers individually. Team‐game scores were more often correct than individual scores in all comparisons. Team decisions, which involved cooperation within one's group while at the same time competing against other teams, were rarely the result of a single individual deciding on the team answer. Students preferred the game‐assessment condition more and also perceived it as a more accurate measure of their course knowledge. 相似文献
10.
Cummings EM Merrilees CE Schermerhorn AC Goeke-Morey MC Shirlow P Cairns E 《Child development》2012,83(2):461-468
Understanding the impact of political violence on child maladjustment is a matter of international concern. Recent research has advanced a social ecological explanation for relations between political violence and child adjustment. However, conclusions are qualified by the lack of longitudinal tests. Toward examining pathways longitudinally, mothers and their adolescents (M = 12.33, SD = 1.78, at Time 1) from 2-parent families in Catholic and Protestant working class neighborhoods in Belfast, Northern Ireland, completed measures assessing multiple levels of a social ecological model. Utilizing autoregressive controls, a 3-wave longitudinal model test (T1, n = 299; T2, n = 248; T3, n = 197) supported a specific pathway linking sectarian community violence, family conflict, children's insecurity about family relationships, and adjustment problems. 相似文献