排序方式： 共有24条查询结果，搜索用时 15 毫秒
1.
ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc. 相似文献
2.
Miss Bella 《中学生博览》2012,(12):30-31
据我了解，同桌就是一“犯二青年”，碰上“随遇而安”的我，两个人就都“二”了起来。于是乎，我们的大“二”生活开始了…… 相似文献
3.
4.
Although peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest
it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities
in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational
continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with
the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies
on communication in peer groups of different gender composition in three parallel Year 8 science classes. The group were set
a problem that required them to design an experiment to compare the thermal insulating properties of two different materials.
This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed
the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies
in teacher management of communication in peer-based work. 相似文献
5.
Present U.S. local exchange employment is less than half of what it was in 1981. This study tests several alternative explanations from labor economics, industrial organization, and political economy for employment reductions by U.S. local telephone companies. It evaluates the relative strength of the relationship between each explanatory factor and employment change. The contributions of six potential explanatory factors (wages, sales, technological change, competition, productivity, and profit rate) were investigated. Regression equation models were formulated and tested using crosssectional time-series data on 50 local carriers who provided 90% of the service between 1988 and 1995. We found that digitalization and productivity increases were the most important factors in explaining employment reductions by firms. Wage increases and computerization were significant sources for employment reduction only in the short term. 相似文献
6.
Steve Drew Liam Phelan Katherine Lindsay Angela Carbone Bella Ross Kayleen Wood 《Assessment & Evaluation in Higher Education》2017,42(6):914-929
Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation. 相似文献
7.
Dr. Brian Jones Professor Kevin Collis Dr. Jane Watson Miss Kimberley Foster Dr. Sharon Fraser 《Research in Science Education》1994,24(1):191-200
Students' conceptions of how objects are seen directly, and in mirrors, were explored in an analysis of their written and
drawn responses to common visual phenomena depicted in cartoons with brief text. Students in Grades K-10 (n=214) completed
a questionnaire and some were interviewed. Evidence was sought to support an hypothesis for increasingly sophisticated responses
related to the concepts of sight, light, reflection and image. The developmental model used in this analysis was the updated
SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991). It appears from the results that different modes of functioning
can interfere to produce factually incorrect recollections of experience particularly in the age group 7 to 13 years approximately.
Also, this is associated with the common spurious conception that mirrors have a lateral inversion property. Explanations
involving light were extremely rare and its role related to the production of an image ‘in the mirror’ but not to the perception
of an image in the eyes.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
8.
Bella Wheeler 《Ethnography and Education》2018,13(3):359-376
ABSTRACTThis article describes a year-long participatory arts project carried out as part of a community–university partnership in the South of England. The research sought to examine the relationship between the ‘user-led’ ethos of the Brighton Unemployed Centre Families Project (BUCFP) and emergence within it of creatively working and self-managing groups, examining how an environment that did not adhere to a prescribed use of space might enable groups to make sense of their experiences. The research used ethnographic methods and a theoretical framework informed by systems theory, critical health psychology and narrative analysis to explore the group’s experiences of food poverty. The research demonstrates ways in which the group provided community members with a space in which to examine, define and make legitimate their experiences and how this can be thought of as an educational and community knowledge-building practice that has important implications, particularly for notions of well-being. 相似文献
9.
Fatim Zahra Ait Bella Mohammed El Rhabi Abdelilah Hakim Amine Laghrib 《Journal of The Franklin Institute》2018,355(16):8225-8244
In this paper, we investigate two new reflectance and illumination decomposition models based on a nonlocal partial differential equation (PDE) applied to text images. Taking into consideration the higher regularity level of the illumination compared to the reflectance, we propose a nonlocal PDE which deals with repetitive structures and textures that characterize the text image much better compared to the classical local PDEs. The aim of this approach is to use the repetitive features of the reflectance to efficiently extract it from the non-uniform illumination. This idea is motivated by extending the range of application of the nonlocal operators to such a problem. Numerical experiments on both grayscale and color text images show the performance and strength of the proposed nonlocal PDE. 相似文献
10.
Bella Gavish 《Teachers and Teaching》2017,23(2):153-170
To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research was carried out using a qualitative approach. Ninety-three students about to begin their professional training in special education in an Israeli teacher-training college completed a questionnaire consisting of five open questions. The data were analyzed according to the grounded theory approach. The research findings showed that the trainees chose special education because they wanted to belong to a group of teachers perceived as the most ethical; one that considers its mission to help ‘vulnerable’ individuals, mold their characters, and ‘have an impact on society.’ The role of special education teachers was perceived mainly as caring for students and their parents; the trainees expected that during their training, they would become completely familiar with the range of disabilities and how to deal with them, as well as learn about themselves and strengthen their teaching skills. The world of special education was perceived as ‘mysterious,’ having a high moral standing; as a closed profession, in that relations are limited to teacher, child, and parents; but with a spiritual aspect. The professional world of special education as perceived by the teacher trainees was different than that actually waiting for them, and for which teacher training institutes must prepare them. 相似文献