排序方式： 共有23条查询结果，搜索用时 15 毫秒
1.
The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade 
下载免费PDF全文
下载免费PDF全文 This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual‐spatial memory predicted comprehension in Grades 2 (STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long‐lasting role of early visual‐spatial memory in predicting variance in reading. Whether this role of the visual‐spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation. 相似文献
2.
Einat Heyd-Metzuyanim Michal Tabach Talli Nachlieli 《Journal of Mathematics Teacher Education》2016,19(6):547-574
The mathematics education field, including prospective teacher education program, has seen a continuous effort to change teaching practices to be more cognitively demanding, conceptually oriented and student centred. Our goal in this study was to examine how certain underlying assumptions about mathematical learning, as reflected in a skilled instructor’s discourse, align with opportunities to learn. The data included a set of fully transcribed 11 lessons from an introductory algebra course. The method of analysis was built upon the communicational (commognitive) framework and included discerning between the instructor’s mathematizing and identifying talk. This framework was extended to quantify the instructor’s identifying talk over the whole set of lessons. Our findings showed that at the surface level, the instruction in the class seemed to align with “explorative” goals. On a deeper level, however, it was more aligned with “ritual” goals that are concerned with producing narratives about people, not about mathematics. 相似文献
3.
The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between these factors and the child's speech intelligibility were performed. Sixty-four children aged 4-7 years participated: 22 from an II and 42 from a GI. SC, perceived sense of loneliness, and speech intelligibility were evaluated through the use of questionnaires completed by the preschool teachers. The results showed that the SC of children in II was higher than the SC of the children in GI, while interacting with normal hearing (NH) children. In GI, the children's SC with other children with HL was higher compared with their SC with NH children. In both groups, there were relationships between speech intelligibility and SC with NH children. In addition, in the II setting, there were relationships between the speech intelligibility and the perceived sense of loneliness. These relationships were not found in the GI setting. The findings support the need for coenrollment of preschool children with HL and emphasize the crucial impact of speech intelligibility of children with HL on the success of their social enrollment with NH children, already at a young age. 相似文献
4.
Einat Heyd-Metzuyanim 《Educational Studies in Mathematics》2013,83(3):341-368
Leaning on a communicational framework for studying social, affective, and cognitive aspects of learning, the present study offers a new look at the construction of an identity of failure in mathematics as it occurs through teaching–learning interactions. Using the case of Dana, an extremely low-achieving student in 7th grade mathematics, I attempt to unearth the mechanisms of interaction between Dana and myself, her teacher, that instead of advancing Dana, perpetuated her failure. Through examining the interactional routines followed by Dana and me, I show how Dana’s deviations from normative routines resulted in my identification of Dana as “clueless” in mathematics. This identification, shared both by Dana and by me, was accompanied by adherence to ritual rule following that did not enable Dana’s advancement in mathematical discourse. This case points to the need to re-examine permanent difficulties in mathematics in light of the reciprocal nature of such difficulties’ (re)construction in teaching-and-learning interactions. 相似文献
5.
6.
Sabbah Soryna Heyd-Metzuyanim Einat 《International Journal of Science and Mathematics Education》2021,19(5):977-996
International Journal of Science and Mathematics Education - This study deals with the academic identities of 13 female Arab students upon their entrance to STEM studies in a university in Israel.... 相似文献
7.
In this study, our aim was to understand how environmental education has been implemented in Israeli elementary schools. We selected ten schools that had implemented Education for Sustainability programs and analyzed their mission statements and curriculum documents. We observed each school’s activities and interviewed teachers. Our analysis shows ambiguity with respect to the rationales and the theoretical foundations of the programs. It also shows much didactic teaching of content, a strong focus on behavioral outcomes, especially with respect to reducing resource consumption and to increasing the levels of recycling, as well as some degree of working with the community. The unclear status of environmental education in Israel, in terms of its structure within the education system, prevents it from having sufficient resources for teacher education and curriculum development. It is suggested that this lack of clarity is the main cause of the ambiguity and for the use of the traditional pedagogies we found in our analysis. 相似文献
8.
This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learning in this PD as a change in a teacher's pedagogical discourse—from alignment with Delivery Pedagogical Discourse (DPD) to alignment with Explorative Pedagogical Discourse (EPD). This change in pedagogical discourse involves commognitive conflicts between the DPD and EPD. Data for the study include 8 videotaped sessions from a 2-year TEAMS PD for middle school mathematics teachers. Results show that conflict revolved around four themes. The most common was about students' abilities and its relation to instruction. The others were: Who is responsible for constructing mathematics knowledge in class? Limited view of the EPD, and what is considered ordinary instruction? We also identified four levels of conflict, ranging from commognitive conflict that is implicit to the participants, to conflict that is made explicit and reflected upon. Finally, results show movement from implicit conflict towards explication of conflict during the two years of the PD.
相似文献9.
We offer a new approach to emergent knowledge in processes of conceptual change in dyadic interaction by drawing on Pickering’s (The Mangle of Practice, The University of Chicago Press, London, 1995) Mangle of Practice theory, which theorizes the emergence of new scientific knowledge as occurring due to material resistance and human accommodations to such resistance. We use Commognition (Sfard in Thinking as communicating, Cambridge University Press, New York, 2008), which conceptualizes learning as a change in discourse, and conceptual change as change in meta-discursive rules, to examine the interaction between several dyads working on proportional reasoning tasks. These dyads were selected for close scrutiny based on a large previous experimental study designed to examine the most productive constellation for pairing students of different levels with or without a hypothesis testing device. The Mangle helps us theorize the emergent, unpredictable aspects of learning and conceptual change. We provide three criteria for examining the productivity of the interaction: Availability of an alternative discourse (proportional vs. additive), Resistance of material/disciplinary agency and Positioning of students to make meta-discursive shifts. We discuss this model as an aid for monitoring and designing learning situations that enhance conceptual change. 相似文献
10.