This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I served as a control and consisted of a trade book that remained unmodified, Level II consisted of a trade book that had been modified to include explicit references to NOS, and Level III consisted of a modified trade book accompanied by educative curriculum materials that were aimed at improving the teachers' views of NOS as well as supporting teaching about NOS. We used the Views of Nature of Science Questionnaire-form CE (VNOS-CE) preintervention and postintervention to determine changes in teachers' views of NOS and interviews preintervention and postintervention to determine changes in students' views. Audio recordings of read-alouds were used to determine changes in teaching practice, including the frequency and the quality (i.e., naïve or informed) of the NOS references in the discussions. Interviews were used to determine teachers' perceptions of the modified trade books and educative curriculum materials. We found that both teachers and students developed more informed views of the targeted NOS aspects after the intervention and that teachers addressed NOS more often, and in a more informed manner, when they had trade books that explicitly supported NOS instruction and educative curriculum materials that supported their learning about NOS. Furthermore, they perceived the intervention materials favorably. Teachers' views and practices were able to change in tandem because of the intervention materials that supported explicit NOS instruction. We highlight the need for more widespread development of similar educative curriculum materials. 相似文献
The primary aims of this study were twofold: (a) to describe average change in the written narrative performance of second grade students from the fall and spring of the school year and (b) examine patterns of individual growth to test for Matthew effects. Participants included 299 children in second grade. Microstructural measures were derived from students’ written narratives including: number of different words (NDW), total number of words (TNW), and accuracy of spelling and grammar. Significant increases in NDW, TNW, and spelling accuracy were evidenced from fall to spring. Students averaged 55 total words in the fall and averaged 69 words in the spring, with a statistically significant increase of 14 words t(299)?=?8.4, p?<?.0001). The variance in TNW from fall to spring increased from Var?=?791 to Var?=?1005, which was a significant increase and the correlation of initial Fall TNW and growth in TNW was also significant (r?=?0.39). Additionally, results from a two-level hierarchical linear model with students nested within teachers indicated that initial level of TNW predicted the change in TNW from fall to spring, with higher levels of initial TNW being related to larger gains in TNW. Significant predictors of Matthew effects included teacher or classroom and free/reduced lunch eligibility. Written personal narrative measures are sensitive to developmental change across a school year. Evidence of Matthew effects in lexical productivity suggests additional support may be warranted to ameliorate gaps in writing achievement.
This study examined the possible selves, goals, and perceptions of “time left” of older adults soon after they entered a life plan community as independent living residents. There has been little research regarding the effect of this life transition on older adults’ self-concept, hopes, and fears. Eighteen residents participated in one-hour personal interviews about their reasons for moving, their possible selves, goals, and perception of time left. Time left was measured in two ways: residents were asked to estimate the number of years they had left and were also asked to mark, on a novel visual analogue measure, how “limited” or “expanded” their time left felt to them. Residents were found to have an average of 6.18 possible selves in total, with more hoped-for possible selves (m = 4.39) than feared possible selves (m = 1.78). The majority of the goals were maintenance goals, followed by self-improvement goals and then avoidance goals. Residents estimated that they would live for 11.64 more years, and the majority reported that this felt like “a lot of time.” Based on their responses to the novel visual analogue measure of time left, two-thirds of the participants reported that their time left felt “expanded” rather than “limited.” Consistent with predictions based on socioemotional selectivity theory, participants with longer subjective life expectancies reported more self-improvement goals and more hoped-for selves. Participants identified more possible selves than documented in previous studies, including almost twice as many hoped-for possible selves. 相似文献
Adults experience greater self-other bodily overlap in romantic than platonic relationships. One of the closest relationships is between mother and infant, yet little is known about their mutual bodily representations. This study measured infants’ sensitivity to bodily overlap with their mother. Twenty-one 6- to 8-month-olds watched their mother’s face or a stranger’s face being stroked synchronously versus asynchronously with their own face. Infants preferred synchrony only when viewing their mother, not when viewing the stranger. Infants who strongly preferred synchrony with their mother also experienced less coordination with her in naturalistic interactions. Infants thus appear sensitive to bodily overlap with their mother, and this overlap reflects dyadic coordination, supporting theoretical accounts of intersubjectivity in the development of the bodily self. 相似文献
All women should be allowed and encouraged to bring a loved one, friend, or doula to their birth without financial or cultural barriers. Continuous labor support offers benefits to mothers and their babies with no known harm. This article is an updated evidence-based review of the “Lamaze International Care Practices that Promote Normal Birth, Care Practice #3: Continuous Labor Support,” published in The Journal of Perinatal Education, 16(3), 2007. 相似文献
This article details the results of a 2011 study of cataloger librarians’ changing roles and responsibilities at academic Association of Research Libraries. The study participants, cataloging department heads, report that cataloger librarian roles are expanding to include cataloging more electronic resources and local hidden collections in addition to print materials. They are also creating non-MARC metadata. The increased usage of vendor products and services is also affecting the roles of cataloger librarians at some institutions. The article explores what skills cataloger librarians will need in the future and how libraries are providing training for that future. 相似文献