共查询到20条相似文献,搜索用时 15 毫秒
1.
Dana L. Grisham 《Reading Psychology》2013,34(2):145-170
The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers’ vocabulary instruction. Results indicated that teachers spent less than 5% of their language arts block on vocabulary instruction (7.55 minutes). Most of that time was spent on teaching individual word meanings with less time spent on word-learning strategies. As well, the majority of time was spent on teacher-student interactions using both oral and written forms of communication. 相似文献
2.
3.
4.
5.
6.
Elementary teachers have been encouraged to share literature with their students by reading to them daily and recommending books. Although such suggestions are common, little is known about the number of teachers who read to their students regularly and how often this practice occurs across the elementary grades. In this study, 1,874 elementary teachers were surveyed nationally to determine how often they read to their students. Teachers reported how many of the last ten school days they read to their students. Results include the finding that much more teacher reading of books to students occurs in the primary grades compared with the intermediate grades. Also, primary-grade teachers frequently read picture books to their students while intermediate grade teachers read chapter books most often. Informational books are not often read by teachers to students in any of the elementary grades. Discussion of the results centers around reading aloud in the primary and intermediate grades, picture and chapter-book reading, informational book reading, and introducing and recommending books. 相似文献
7.
8.
儿童掌握能力概念的特 总被引:6,自引:0,他引:6
选取4岁组、5岁组、7岁组、10岁组和12岁组儿童共160名(各年龄组32名,男女各半)为被试,采用个别测验法,从能力的跨情境稳定性、能力的效力和能力的不可控性3个维度探讨学前和小学儿童的能力概念的发展。结果表明,(1)儿童对能力的跨情境稳定性、对能力的效力和对能力的不可控性的认识代表着儿童不同的能力概念。(2)儿童对能力的跨情境稳定性的认识和对能力的效力的认识均存在显著的年龄差异,它们都反映了儿童能力概念的发展性差异,两者在4~12岁期间都随年龄而不断发展,但发展的时间与速度不同,前者的发展早且快。(3)儿童对能力不可控性的认识不存在显著的年龄差异,它反映了儿童能力概念的个体差异 相似文献
9.
Relationships between elementary teachers' beliefs about reading, knowledge of basic reading content, and decisions about the importance of students' reading behavior in relation to grade level were examined. Significant correlation coefficients were found for (1) knowledge of reading and reading behavior outcomes focusing on discrimination of sounds represented by consonants and consonant clusters and (2) student‐centered reading beliefs and reading behavior outcomes associated with making conclusions and drawing inferences about stories read. Significant negative correlations were noted for (1) knowledge of reading and outcomes dealing with comprehension of explicitly stated meaning and details in reading passages and (2) student‐centered reading beliefs and all reading outcomes focusing on basic decoding skills and literal comprehension of story information. The best predictor of teachers' identification of important reading behavior outcomes was knowledge of reading content. Reading behavior outcomes differed significantly between primary and intermediate level teachers for recognition of sounds represented by vowels; intermediate teachers gave these higher rankings than did primary teachers. The results indicate that beliefs about reading influence elementary teachers' decisions about the importance of reading outcomes typically taught in the elementary grades. Teachers who hold student‐centered reading beliefs are not likely to value instruction that focuses on decoding. 相似文献
10.
11.
BIOLOGY TEACHERS’ CONCEPTIONS ABOUT THE ORIGIN OF LIFE IN BRAZIL,ARGENTINA, AND URUGUAY: A COMPARATIVE STUDY 下载免费PDF全文
Heslley Machado Silva Pierre Clément Isabela Maria Silva Leão Tiago Valentim Garros Graça Simões Carvalho 《Zygon》2017,52(4):943-961
Teachers’ conceptions about the origin of life in three Latin American countries with contrasting levels of secularism were analyzed: Argentina (Catholic constitution), Brazil (formally secular but not in practice), and Uruguay (consolidated secularism). A European survey questionnaire was used and the interpretation of the results drew on Barbour's four categories concerning the relationships of science and religion. A large majority of Argentinian and Uruguayan teachers were clearly evolutionist, even when believing in God (Independence or Dialogue category), with no difference between Argentina and Uruguay. The majority of Brazilian teachers assumed a religious position about the origin of life, being creationist (Conflict or Independence categories) or evolutionary creationist (Dialogue or Integration categories). Differences of Brazilian teachers’ conceptions may result from the higher percentage of evangelicals and lower proportion of agnostics/atheists. Brazilian Catholic teachers were more creationist than their Catholic colleagues in Argentina and Uruguay. Distinct patterns were found, but further research is needed to understand possible classroom impacts. 相似文献
12.
项目功能差异在跨文化人格问卷分析中的应用 总被引:2,自引:0,他引:2
利用IRT的等级模型调查了中日两组被试关于SHIBA简易人格量表中“环境敏感性”的项目功能差异(DIF)的现状。研究发现:(1)量表中DIF的项目比例大(3/4);(2)DIF与项目内容、阈值有关而与区分度大小关系不大;(3)DIF项目间的日方特征曲线较之中方有较强的整合性。该研究利用DIF研究结果对跨文化的人格比较作了新尝试。最后提出了关于深化DIF研究的新课题 相似文献
13.
动机因素、学习策略、智力水平对学生学业成就的影响 总被引:103,自引:0,他引:103
以119名高中学生为被试,测量研究了动机因素、学习策略、智力水平对学生学业成就的影响。结果表明,自我效能、内在动机、掌握目标、学习策略、智商分数与学业成就呈显著的正相关,外在动机、业绩目标与学业成就呈显著的负相关。智商分数、学习策略、动机因素与学业成就存在着因果关系,智商分数(β=0.476)、学习策略(β=0.220)、自我效能(β=0.207)、掌握目标(β=0.185)对学业成就有显著的回归效应,并直接影响学业成就。而内在动机(β=0.184)通过直接影响学习策略而间接影响学业成就。 相似文献
14.
P.S. Fry 《International journal of psychology》1984,19(1-4):217-231
A study of the positive and negative attributions of longevity among the elderly was conducted by using elderly subjects from three socioeconomic backgrounds. The purpose was to try to understand attributions of longevity in terms of prototypical response patterns of the elderly. It was hypothesized that several prototypes exist in the population of the elderly and that these prototypes correspond to the given life style of the elderly from different socioeconomic conditions. Thus overall, the study was intended to elucidate the structure and contents of the elderly people's perceptions of longevity. For this purpose factor analysis and discriminant function analyses were done in order to identify significant factors which differentiated the responses of subjects from the three socioeconomic groups. Results indicated that there are strong and interpretable factors which distinguish the perceptions of the elderly from three different socioeconomic conditions; there are also common core factors. The results are discussed in terms of their usefulness for understanding the perceptual framework and implicit belief systems of the elderly concerning longevity. 相似文献
15.
Jari-Erik Nurmi 《International journal of psychology》1989,24(1-5):195-214
In 1982, fifty-seven 11-year-old and forty-eight 15-year-old adolescents were interviewed about their hopes and fears for the future. Similarly, in 1987, fifty-seven 11-year-old and fifty-six 15-year-old adolescents were interviewed. The content and extension of each hope and fear as well as the levels of planning, realization, internality, probability estimation and overall emotional evaluation were estimated from the answers. As expected, adolescents' hopes concerned major developmental tasks, i.e. occupation, education, family and property related topics. Both 11- and 15-year-olds extended their thinking to the same stage of their future life, about the age of twenty. A comparison of extension according to hope content showed that adolescents' orientation to the future reflected the ‘cultural prototype’ of expected life-span development. Levels of planning, realization and knowledge concerning hopes increased with age as did internality and optimism concerning the future, especially among boys. 相似文献
16.
Pierre R. Dasen 《International journal of psychology》1984,19(1-4):407-434
There are two aspects of Piaget's theory that can be at least partly distinguished: (1) The stage theory, or the development of particular concepts through a series of hierarchical stages; (2) The metatheory, or the interactionist model of adaptation (assimilation and accommodation) that explains the mechanisms of cognitive development. Most cross-cultural research has been based on the first of these aspects, using and adapting “Piagetian tasks ”in various conceptual areas. Some findings of this line of enquiry, and the methodological problems encountered, are briefly reviewed. It is argued that no specific task, nor a combination of them, can be taken to measure a general cognitive level; the tasks measure the attainment of particular concepts rather than “intelligence”. New evidence is presented on the reliability and validity of Piagetian tasks used in a cross-cultural setting. In the second model, intelligence is broadly defined as adaptation to the environment; in this conception it would be reasonable to expect divergent paths of cognitive development in different cultures. In other words, one might need a different Piagetian psychology in each culture, but based on universal deep mechanisms. As a modest contribution to a more “emic ”study of intelligence, the concept of intelligence as defined by the Baoulé of Ivory Coast, n'glouèlě is presented and discussed. Ratings on n'glouèlě and its different components are related to performance on Piagetian tasks in a sample of 8- to 9-year-old rural Baoulé children. The thrust of the paper is to point out once more the cultural relativity of any conception of intelligence, be it from a Piagetian or any other perspective. 相似文献
17.
重点中学与普通中学学生非智力因素的比较研究 总被引:8,自引:0,他引:8
本研究分别对重点中学与普通中学初一、初三年级学生的非智力因素状况进行调查,结果表明初一年级学生的非智力因素水平在两类学校之间不存在差异,而初三年级学生的非智力因素水平在两类学校之间存在着显著性差异(P<0.05)。随着年龄的增长,重点中学与普通中学学生的非智力因素水平都有所发展,但重点中学的学生发展得更好。本研究表明学校的教育环境影响着学生非智力因素的发展。 相似文献
18.
In this study, we examined nonlinear/interaction effects associated with the antecedents and consequences of psychological workplace strain, using cross-sectional ( N = 165) and longitudinal ( N = 133) data collected from Western expatriates in China. The results of this study indicate that family characteristics interact to affect the level of psychological workplace strain experienced by expatriates. In addition, we find an inverse u-curve relationship between psychological workplace strain and supervisory rated job performance for both cross-sectional and longitudinal analyses. Finally, the empirical results lend support to the hypothesized positive relationship between work adjustment measured at Time 1 and job performance measured at Time 2. Implications for expatriate adjustment research and practice are discussed. 相似文献
19.
EFFECTS OF ROTATED LEADERSHIP AND PEER EVALUATION ON THE FUNCTIONING AND EFFECTIVENESS OF SELF-MANAGED TEAMS: A QUASI-EXPERIMENT 总被引:4,自引:0,他引:4
In a quasi-experiment of 38 self-managed undergraduate teams, we examined the effects of team designs that differed with respect to the form of member evaluation and team leadership. Relative to teams that relied on external evaluations, teams with peer evaluations had higher levels of workload sharing, voice, cooperation, performance, and member satisfaction. Relative to teams that relied on leader emergence, teams that rotated leadership among members had higher levels of voice, cooperation, and performance. Overall, results of the study demonstrate the potential importance of team-design decisions in self-managed teams. 相似文献
20.
新手—熟手—专家型教师心理特征的比较 总被引:44,自引:0,他引:44
为了更深入地了解教师的教学专长发展,采用了量表法分别对433名和469名新手型、熟手型、专家型教师进行了教学策略、成就目标定向、人格特征和职业承诺、职业倦怠两个比较研究。结果表明:⑴在教学策略、成就目标、人格特征上,专家型教师均优于熟手型教师,而熟手型教师又优于新手型教师;在职业承诺和职业倦怠上,专家型教师均优于熟手型教师和新手型教师,而熟手型教师与新手型教师不存在差异。⑵重视课前准备,成绩目标是其重要的工作动机是新手型教师的主要特征;课中策略水平较高,任务目标成为重要的工作动机,具有随和、宽容、乐群、能关心他人的人格特点是熟手型教师的主要特征;教学策略以课前计划、课后的评估、反思为核心,具有鲜明的情绪稳定性、理智、着重实际、自信心和批判性强的人格特点,职业的情感投入程度和职业成就感高是专家型教师的主要特征。⑶三类教师在课后的补救策略、成绩目标、内外向、继续承诺和情绪耗竭上没有显著差异是其共同点。 相似文献