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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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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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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
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Tracy completes her laboratory assignment and gathers her books as her second period science class draws to a close. As she leaves the room and heads to her next class, Tracy stops by her locker to drop off her science text and pick up an English literature book for third period. For her, the separation between science and English is both physical and mental. In the time it takes to move from one room to another, Tracy has also moved from one ‘mind set’ to another, exit science, enter English. 相似文献
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Julie Mason 《英语辅导》2017,(2)
Instructions:Answer the clues (information which helps you find the answer) from 1-20.Put a line through each answer-the first one is done for you.In the boxes which you have not put a line through,you will find a message.What is the message? 相似文献
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The thesis by publication (TBP) is an increasingly popular approach to doctoral education that sees candidates publishing their research during their candidature, and including these outputs in their final thesis submission. Responsive to the realities of modern academia, a TBP provides doctoral candidates with opportunities to engage in the scholarly publication process, and to build their research portfolio. As the TBP gains further traction in many fields and countries, there is a need to better understand the skills and attributes needed to complete a TBP successfully. This paper draws on the views of 246 recent doctoral graduates of Australian universities to identify the skills and attributes they felt supported their success. Their responses have implications for the development and refinement of institutional policies and programs that are sensitive to the needs and experiences of doctoral candidates seeking to publish during candidature and create a TBP. As editors, peer‐reviewers, and publishers see a growing influx of papers sole‐ or co‐authored by doctoral candidates in response to the trend toward TBP, they may find themselves involved in supporting students to develop the skills and attributes needed to successfully publish during candidature. 相似文献