"We All Sort of Jump to That Relationship Piece": Science Teachers' Collaborative Professional Learning About the Role of Relationships in Argumentation [0.03%]
"我们都会倾向于研究那种关系论点":科学教师关于论证中关系作用的合作专业学习
Jeanne Ting Chowning
Jeanne Ting Chowning
This study investigates how a professional learning approach that draws on elements from collaborative autoethnography (CAE) can support science teachers' learning about argumentation. It provides an account of how six secondary science tea...
Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention [0.03%]
基于计算机的学习：图形化整合整体与截面神经解剖学提高长期记忆力
Farah Naaz,Julia H Chariker,John R Pani
Farah Naaz
A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as ...
Young Children's Motivation to Read and Write: Development in Social Contexts [0.03%]
社会情境下儿童阅读和书写的动机发展研究
Susan Bobbitt Nolen
Susan Bobbitt Nolen
In a 3-year longitudinal, mixed-method study, 67 children in two schools were observed during literacy activities in Grades 1-3. Children and their teachers were interviewed each year about the children's motivation to read and write. Takin...
Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation [0.03%]
构建幼儿园文学：任务结构、合作和动机
Susan Bobbitt Nolen
Susan Bobbitt Nolen
This ethnographic study explores kindergarten children's emergent motivation to read and write, its relation to their developing concepts of reading and writing (Guice & Johnston, 1994; Johnston, 1997; Turner, 1995), and to their teachers i...