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Moshe Israelashvili 《Early Childhood Education Journal》2017,45(5):641-650
An accurate and agreed upon evaluation of preschoolers' behavior is crucial for young children's positive development. This study explores possible cultural differences in cross-informants’ evaluations. The premise is that informants who are from different cultures tend to give different evaluations of preschoolers’ adjustment and/or that the disparity size between informants differs across different cultures. Data on children’s kindergarten adjustment, early development and current behavior at home were collected among 135 Arab and Jewish Israeli preschoolers, as evaluated by their kindergarten teachers, parents, and independent observers who conducted home visits. The study findings indicate that, generally speaking, Arab children received more positive evaluations than Jewish children, with no significant gender or interaction effect. Nevertheless, that culture effect was non-significant when the teachers evaluated the children’s problem behavior. Thus, the current study results support the notion that profound bias may exist in adults’ evaluations of preschoolers. 相似文献
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This paper continues the attempt of Part I to develop a coherent family of measures of influence between classes of documents, for example, language or nationality classes, as indicated by citation choice. In this paper we focus on situations in which there is some ambiguity as to how to assign items to a class. For simplicity, we change our focus from citations to co-authorship patterns, restricting most of our discussion to papers with two authors. Like the earlier paper, we propose very simple models of the citation decision, and base our measures on the parameters that appear in the model. 相似文献
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Projects in Technology Education and Fostering Learning: The Potential and Its Realization 总被引：1，自引：1，他引：0
The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions:
the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal
with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into
traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology
under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two
questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects.
The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that
enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages
of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical
knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological
classroom. 相似文献
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A worldwide international computer network has been developed to provide students from different cultures with opportunities to work cooperatively. Prototype activities have been developed and tested which facilitate and contextualize interactions among secondary and college students. Joint projects in language, science and social studies are carried out using an overnight electronic network to coordinate parallel surveys and to exchange findings of joint research. The instructional utility of these activities and the technical and organizational aspects of the network are discussed. Receiving-end translation as a method for achieving understanding across languages is reported. 相似文献
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Moshe Zeidner 《Assessment & Evaluation in Higher Education》1990,15(2):151-169
The major aim of the present study is to assess college students’ attitudes, perceptions, emotional reactions and affective dispositions with respect to various critical dimensions of course achievement testing and assessment, including: “papers” vs. “exams”, “essay” vs. “multiple choice” type formats, “open book” vs. “closed book” exams, “free choice” among items vs. “no free choice” among items, and “oral” vs. “written” modes of test administration. A further aim is to delineate the construction, properties, and potential classroom uses and applications of a selected sample of examinee feedback inventories designed to gauge students’ test attitudes and dispositions. The use of each examinee feedback inventory is demonstrated and exemplified in the context of an empirical study. This paper discusses the assumptions underlying the use of feedback systems in college achievement evaluation; their importance for assessing the face validity of classroom tests; some possible future applications of feedback inventories for research and applied purposes in college; and some guidelines for future research. A mapping sentence specifying the universe of content of test attitude and examinee feedback research is suggested as a heuristic device for guiding future research. 相似文献
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