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1.
Nancy K. Moore Margaret T. Shaffer Rita Furst Seifert 《Contemporary educational psychology》1985,10(1):83-92
This study investigated the basic cognitive skills soldiers must possess before entering the Army, skills that are needed for successful completion of entry-level training. Judgments of 126 instructors from 25 military occupational specialties were obtained on 129 candidate skills, which resulted in the identification of 55 basic skills. Factor analysis of these 55 skill items resulted in 11 interpretable factors. Mean scores on the factors were compared across factors and across Army training schools. The results of the study suggest that, for all occupational specialties studied, skills related to the learning process are as crucial as traditional academic skills for successful training course completion. These results have important implications for training for the Army as well as for industry. 相似文献
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Peace movements have shaped national and international culture for decades. Although the Cold War is over, conflict-resolution issues continue to dominate headlines and the news. Peace literature holdings are vital to a relatively young but growing peace and conflict studies curricula. This study uses the list of serials abstracted by Peace Research Abstracts Journal to examine the holdings rates of peace-oriented journal titles in the Association of Research Libraries (ARL) member libraries. Holdings rates are examined by library, title, and subject category. Their impact on scholars, researchers, and students is discussed. Findings reveal generally strong holdings rates among ARL libraries. The broad nature of peace research, however, results in greater variation in holdings among certain important sub-topics of the literature. 相似文献
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Rita Marcella 《Library & information science research》2018,40(1):45-52
The existence of an information belief system is tested for the first time through innovative use of self moderated focus groups. Initial generation of information beliefs was achieved in an open, unpredicted and unbiased way through focus groups. To remove researcher effect and promote informality in discussion, the researcher experimented with a novel approach - self moderated focus groups. A detailed study of 5 groups evaluates their effectiveness in encouraging free and spontaneous discussion and in eliciting unique information ideas or beliefs. Results show that self moderated focus groups encourage naturalistic discourse, take unpredictable directions and are fertile in uncovering unexpected beliefs. Disadvantages include lack of consistency and leader mirroring, with members adopting the style and tone of volunteer moderators. Consideration should be given to gender balance in group composition. The method is recommended where open and free flowing discussion is sought. 相似文献
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Judy Dunn 《European Journal of Psychology of Education - EJPE》1993,8(4):391-401
Links between the development of social understanding and social processes are considered, in the context of data on the development of causal reasoning and argument in conflict, drawn from a longitudinal study of 50 children observed in conversation with their mothers, siblings, and friends at 33 and 47 months of age. Children showed powers of causal reasoning before they were 3 years, capabilities that showed rapid developmental change; their interest in cause was particularly focussed on psychological causality and social action. The contexts of disputes were especially important. Differences were found in children’s arguments with their mothers, siblings, and friends, with more ‘other-oriented’ reasoning shown with friends. It is argued that the data support Vygotskyan ideas on the significance of social interaction in developmental advance, that the pragmatics of what children and their partners are trying to do must be taken into account in considering what children may be learning in interactions, and that ‘social competence’ should not be treated as an individual within-child trait, but that we should move towards a ‘relationships’ approach to the development of social understanding. 相似文献
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This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations
between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions
of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than
the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning
environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation
and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had
a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how
the developers had intended. 相似文献
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Drawing on Lugones’ ideas of world traveling, Dewey’s notion of education as experience, and Greene’s vision of seeing small/seeing big, this article inquires into lives lived in an Eastern educational milieu with attention reflectively paid to what educators in the West could learn from those in the East. Rather than focusing on mega narratives largely created by policy-makers and derived from accumulations of theory and/or political decision-making, this practical research in the reflective vein takes a ‘big’ look at three ‘small stories’ that emerged in a narrative inquiry we conducted in a Chinese elementary school and imagines their portability to Western educational contexts. Reflective attention is specifically paid to: (1) teaching without words, (2) principal images, and (3) shared responsibility for failure. What these small stories from our narrative inquiry research might disrupt, if introduced to Western educational settings, is especially taken up. 相似文献
10.
Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N?=?19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms. 相似文献