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1.
The educational inequity of rural workers’ children is a unique social problem in the transition stage of China. Based on
the specific survey in such provinces as Hubei, Henan, Anhui, and other provinces, a conclusion can be drawn that the reasons
for the educational inequity of rural worker’s children are very complicated, among which the system is the most essential
factor. Therefore, institutional safeguards should be provided to realize the education equity of rural worker’s children.
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Translated from Jiaoyu Fazhan Yanjiu 教育发展研究 (Research in Educational Development), 2007(12A): 5–9 相似文献
2.
Michael Lockwood 《Children‘s Literature in Education》2009,40(4):296-305
This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the
movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion
considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference
is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults. 相似文献
3.
Persistence is important in developing pre-school children’s ego control. Based on the fact that during the teaching process
a teacher’s communication and actions will have a significant influence on young children, which is due to the teachers’ high
degree of control over them, four experiments were designed to probe the influences of teachers’ attitudes and oral guidance
on the development of persistence among infant students. The results indicate that different attitudes and oral guidance influence
the development of persistence of young children differently.
Translated by Wang Dongsheng from Xueqian Jiaoyu Yanjiu 学前教育研究 (Studies in Preshcool Education), 2008, 6(1): 17–20 相似文献
4.
Marilyn Fleer 《Research in Science Education》2009,39(2):281-306
In recent times there has been an enormous interest in Vygotsky’s writing on conceptual development, particularly his insights
on the differences between everyday and scientific thinking. In drawing upon cultural–historical theory, this paper seeks
to examine the relations between everyday concepts and scientific concepts within playful contexts, such as preschools, with
a view to better understanding how very young children develop conceptual understandings in science. This paper presents an
overview of a study which sought to map the transformation and appropriation of scientific concepts within two early childhood
settings. Approximately ten weeks of data gathering took place, with video recordings, field notes, photographic documentation,
and child and teacher interviews for recording child concept formation within these naturalistic settings. The findings indicate
that when teacher programs are more oriented towards concepts rather than materials, children’s play is focused on conceptual
connections. Importantly, the study showed that: It was possible to map the multiple and dynamic levels or stratas of thinking
that a child or group of children may exhibit within play-based contexts; An analysis of ‘unorganised heaps’ and ‘complexive
thinking’ evident in conceptually or materially oriented play-based programs can be determined; the dialectical relations
between everyday concepts and scientific concepts in play-based programs can be understood; and greater understanding about
the nature of concept formation in situated playful contexts have been possible. 相似文献
5.
6.
Why Do Cocks Crow? Children’s Concepts About Birds 总被引：1，自引：0，他引：1
Research into children’s ideas showed that children’s interpretations of natural phenomena often differ from those of scientists.
The aim of our study was to identify children’s ideas of various age classes (7/8–14/15) about birds. A questionnaire with
31 multiple choice and open ended questions and eight photographs were administered to 495 children from 10 elementary schools
in Slovakia. Children’s ideas were examined in six dimensions (bird classification, food, senses, communication, migration
and breeding including parental care). We found several misconceptions, some of them with both anthropomorphical and teleological
reasoning of the children about birds within each dimension. In general, misconceptions were more frequently found in younger
children, but several misconceptions were similarly distributed across all age classes. 相似文献
7.
You-shi Liu You-hong Fang Ling-xiang Ruan You-ming Li Lin Li Ling-ling Jiang 《Journal of Zhejiang University. Science. B》2009,10(8):631-634
Takayasu’s arteritis (TA), also known as the “pulseless disease,” is a chronic vasculitis of the aorta and aortic branches.
TA with Crohn’s disease is rare and has not been documented in China before. In this paper we report on a case of Takayasu’s
arteritis associated with concurrent Crohn’s disease. A 17-year-old Chinese male developed upper limb sourness and a sensation
of fatigue, and his upper limb pulses were absent. He was diagnosed with TA and underwent an axillary artery bypass with autologous
great saphenous vein on the left subclavian artery. After the surgery, he regained the normal blood pressure. This patient
also had years of diarrhea and developed an anal canal ulcer, and was diagnosed with inflammatory bowel disease and ulcerative
colitis before. Five months after the TA surgery, he was hospitalized for severe stomachache and diarrhea and was finally
diagnosed with Crohn’s disease. The possible pathophysiological mechanisms responsible for concurrent existence of TA and
Crohn’s disease may be associated with immune disorders, especially autoimmunity.
相似文献
8.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
9.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
10.
农民工子女就学的制度性障碍与建议 总被引：1，自引：0，他引：1
王智超 《Frontiers of Education in China》2009,4(2):298-311
A population of migrant workers have appearing during the process of China’s urbanization, and is an important part of the
society that cannot be ignored. In the process of integration into cities, the equal development between the rights and obligations
of migrant workers is gaining attention. Especially, the issure of schooling of their children has garnered a lot of attention.
All problems resulting from schooling of their children are rooted in the asynchronization between system changes and social
development. Systematic barriers have become the crux of schooling problem of migrant workers’ children.
Translated by WANG Dongsheng from Dongbei Shifan Daxue Xuebao 东北师范大学学报 (Journal of Northeast Normal University), 2007, 6(1): 152–156 相似文献
11.
Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 相似文献
12.
Pen-Chiang Chao Tanis Bryan Karen Burstein Cevriye Ergul 《Early Childhood Education Journal》2006,34(2):147-153
This study investigated the effects of a family-centered intervention that involved parents in weekly assessments and daily routine activities for promoting young children’s language and behavior. Forty-one 3–5-year-old children at-risk for language and behavior problems, recruited from three developmental pre-schools, were randomly assigned to a control and an intervention group that received parent–professional support. Analyses of covariance (ANCOVAs) were used to examine whether groups differed on post-test scores on the Test of Early Language Development—Third Edition and Eyberg Child Behavior Inventory, using pre-test scores as a covariate. Results showed that children in the intervention group outperformed children in the control group on both tests. The study indicated that family-centered intervention is an effective method for empowering parents to identify and implement concrete solutions to their children’s problems, especially when done as part of a professional collaboration. 相似文献
13.
教育期望中的社会阶层差:父母的社会地位和子女教育期望的关系 总被引：1，自引：0，他引：1
Chunhua Yang 《Frontiers of Education in China》2007,2(4):568-578
To achieve the overall goals and purposes of education is closely related to the living environments of students. Different
family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted
in China’s Urumqi and Changchun about parents’ awareness of educating their children, this paper will suggest that families
with different backgrounds have different expectations for their children’s education. Moreover, it suggests that parents’
social status is related to their children’s education expectations. Therefore, we can find that parents’ social status influences
their children’s education, and their positions in social class are related to education.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2006, (4): 71–76 相似文献
14.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
15.
Janice Kroeger 《Journal of Educational Change》2006,7(4):319-337
This paper features one gay parent activist in the complex social milieu of his child’s school and his community, his actions meeting both resistance and concurrence as a larger movement operated locally and nationally to make schooling more accepting of and acceptable to gays and lesbians. The paper traces this man’s parenting processes and their effect on the schooling of many children, not only his own, and then contrasts his voice with the reluctant, often denying, and finally acquiescent voices of school people. The narrative captures the essence of cultural and identity change as well as individual and institutional processes. Turning to theory, I use postmodern dilemmas to define the episodic movements of the groups and the multipositionality of the individuals involved. Agency, social roles, and collaborative and individual activity illuminate the agenda of social groups effectively working with and through this parent to meet political goals for students. 相似文献
16.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献
17.
Charles Butler 《Children‘s Literature in Education》2007,38(3):163-172
There are numerous academics who have also been novelists, including several prominent writers of children’s literature. Yet
the relationship between academic writing and the writing of fiction has not been systematically explored, nor have the kinds
of knowledge gained from the experience of writing fiction always been easy to incorporate into the scholarly and institutional
contexts of academic criticism. The author discusses some of the ways in which academic and fiction writing can complement
and inform each other, drawing on his own experience in both fields. He also argues that ‘the act of writing’ needs to be
far more thoroughly integrated into English studies at both a practical and a theoretical level.
Charles Butler was a fiction writer before he was an academic, writing his first novel before he went to London University
to study English Literature. He readily admits that his first and second novels remain deservedly unpublished, the influence
of other authors hanging too heavily over them. The Darkling (1997) was the first of his six fantasy novels published to date and, as he relates in this article, he has also written
a number of critical works. As Charles is one of that rare breed of writers who have managed to combine these two careers
(though he has some illustrious precursors, in Tolkien, of course, C.S. Lewis and Ursula Le Guin), we invited him to share
his views on both the rewards and possible pitfalls of trying to keep both activities buoyant.
Charles Butler is a Senior Lecturer at the University of the West of England, Bristol, where he specializes in children’s
literature. He is author of Four British Fantasists: Place and Culture in the Children’s Fantasies of Penelope Lively, Alan Garner, Diana Wynne Jones,
and Susan Cooper (Scarecrow/ChLA, 2006), and editor of Teaching Children’s Fiction (Palgrave Macmillan, 2006). He is also the author of six children’s fantasy novels, of which the most recent are Death of a Ghost (HarperCollins, 2006) and The Lurkers (Usborne, 2006). His web site is http://www.charlesbutler.co.uk 相似文献
18.
In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
He outlines a theory of ecological literacy, a mode by which we better learn the ecology of the Earth and live in a sustainable
manner. While emphasizing a shock doctrine, the diagnosis of “crisis” may be correct, but it is short-lived for children and
adults of the world. In this philosophical analysis of Orr’s theory, it is argued that we move beyond the perspective of crisis.
By extending Orr’s ecological literacy with biophilia and ecojustice and by recognizing the importance of experience-in-learning,
science education is envisioned to incorporate values and morals within a longer term ideology of educational reform. 相似文献
19.
Christina M. Desai 《Children‘s Literature in Education》2006,37(2):163-184
This article explores the question of how children’s literature reflects national identity in a diverse society. Drawing parallels with Ellison’s Invisible Man, it speculates on how literary omissions and misrepresentations of diverse groups may influence the minds of young readers in their attitudes toward themselves, their nation, and others. In a sampling of the current children’s picture book literature of Malaysia in English, it relates current thinking in multiculturalist and post-colonial theory to the forms of multiculturalism found in these works. It examines this literature’s representations of history, diversity, class, gender, and values to determine who is represented, how they are portrayed, who is excluded, and what values are promoted, exploring what image of national identity this literature projects.
相似文献
| Christina M. DesaiEmail: |
20.
Elizabeth Warren 《Educational Studies in Mathematics》2006,62(2):169-189
This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly
used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal
study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children
have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children
also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year
period. 相似文献