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Higher Education - The overrepresentation of female students in study abroad programmes across the Western world represents one of the major gaps in scientific research on study abroad. In this... 相似文献
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Suzanne E. Mol Jelle Jolles Tamara Van Batenburg‐Eddes Maureen K. Bult 《Journal of Research in Reading》2016,39(3):253-267
This cross‐sectional survey study examined the relation between mental imagery (i.e., seeing images of a story ‘in the mind's eye’) and perceived self‐competence in reading. The study was conducted with a group of seventh‐grade to ninth‐grade students in the prevocational educational track of secondary schools in the Netherlands and their parents. Results showed a moderate relation between mental imagery and self‐competence beliefs, also after controlling for the quality of students' home literacy environment. Examination of gender differences revealed that girls outperformed boys in self‐competence beliefs. Furthermore, boys perceived themselves as better readers when their parents had higher mental imagery skills. No direct relation was found between parents' and adolescents' mental imagery skills. These findings imply that parents and teachers may need to be made aware of the importance of mental imagery strategies as it may enhance the reading experiences of boys as well as girls. 相似文献
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The purpose of the study was to explore how features of parent–child extra-textual talk during information book-sharing might vary across different socioeconomic backgrounds, and to determine if certain interactional patterns might mediate their effects on children's receptive and expressive vocabulary development. Sixty parents and their 5-year-old children were audio-recorded reading an unfamiliar information book in their home. Holistic coding on six parent and two child engagement scales, examining low to high cognitive demanding talk was conducted. Results indicated that lexical richness and contingent responsiveness positively predicted receptive and expressive vocabulary. Further, contingent responsiveness appeared to mediate the influence of socioeconomic status on children's receptive and expressive vocabulary, suggesting that positive environmental contexts and supportive parent–child interactions can have a powerful influence on children's development. 相似文献
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Public education about memory was evaluated with a controlled intervention trial. Participants in group 1 (n = 273) attended a symposium covering memory-related topics and received a magazine with identical information. Group 2 (n = 141) only received the magazine. Participants were nonprofessionals and professionals aged between 29 and 88. Outcome measures were knowledge about memory and subjective experience. For nonprofessionals, knowledge increment was higher in group 1 than in group 2, indicating that an objective increment in knowledge is present in nonprofessionals after attending the symposium. No knowledge change occurred in professionals. Furthermore, participants were very satisfied after both interventions, even when knowledge transfer was limited. 相似文献
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Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children’s higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability) and via print exposure. In our correlational study with 117 children ages 8–11, we found both a direct relation between children’s home literacy environment and reading comprehension and 2 indirect relations: via children’s print exposure and via mentalizing abilities. There was no significant indirect relation via expressive verbal abilities. Our findings imply that enhancing children’s mentalizing abilities and encouraging them to read books might contribute to their reading comprehension. In addition, parental involvement in children’s reading activities can contribute to their reading performance, both directly and indirectly, even in this age group. 相似文献
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Drijvers Paul Thurm Daniel Vandervieren Ellen Klinger Marcel Moons Filip van der Ree Heleen Mol Amy Barzel Bärbel Doorman Michiel 《Educational Studies in Mathematics》2021,108(1-2):35-64
Educational Studies in Mathematics - The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance... 相似文献
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Joris Wauters Christof Van Mol Noel Clycq Joris Michielsen Christiane Timmerman 《British Journal of Sociology of Education》2017,38(3):287-306
Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this article we aim to make a contribution to the domain of educational research. We explore strategies that schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organizational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the ‘care’ aspect and teachers working solely within the classroom. 相似文献
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