共查询到20条相似文献，搜索用时 15 毫秒
1.
Leah K. Wildenger Laura Lee McIntyre Barbara H. Fiese Tanya L. Eckert 《Early Childhood Education Journal》2008,36(1):69-74
Routines are an important feature of family life and functioning in families with young children. Common daily routines such
as dinnertime, bedtime, and waking activities are powerful organizers of family behavior and may be instrumental to children
and families during times of transition, such as elementary school entry. Daily routines were examined in 132 families with
children entering kindergarten. Although the majority of families reported regular daily routines for their children, parents
anticipated that their child’s daily routines would substantially shift upon kindergarten entry, including changes in children’s
sleep habits. Significant changes in child and family routines have been implicated in adjustment difficulties during kindergarten
transition. Results of this investigation are discussed in terms of aligning family daily routines with kindergarten expectations.
Furthermore, educational professionals in early childhood education and elementary school can partner with families to promote
seamless kindergarten transitions for all children. 相似文献
2.
3.
4.
Recent findings (Keysar, 1994; Weingartner & Klin, 2005) have shown that readers are not always accurate at taking a story character's perspective. When readers evaluated a character's understanding of a written message, they mistakenly took into account information that was inaccessible to that character. The results from the three experiments reported here demonstrate that this “illusory transparency of intention” is not dependent on the message readers' communicative role: Even when the message was composed for one character but read by another, readers assumed that the message was understood as it was intended. The results are discussed in the context of two theoretical accounts for these perspective-taking errors: the “knowledge projection hypothesis,” which appeals to readers’ expectations about cooperative behavior during communication, and “construal,” which attributes the illusory transparency of intention to a general cognitive bias that occurs during the perception of ambiguous stimuli. 相似文献
5.
A one-dimensional column is set up to study the mass transfer during air sparging process for methyl tertiary butyl ether(MTBE) removal in saturated soil and groundwater, with the condition of different airflow and soil penetrability. It is shown that the removal rate of MTBE can reach 80%, 90% and 95% when airflow is 0.05 m3/h, 0.085 m3/h and 0.10 m3/h, respectively. Increasing airflow will help to increase the removal rate of dissolved MTBE, but eventually a threshold removal rate is reached, above which further increasing air injection rates does not increase the removal rate. Fine sand allows the injected air to travel in bubble form, while coarse sand and medium sand allow the injected air to travel in the form of discrete channels; the greater the soil grain size is, the more extensive the channel net work forms, which in turn leads to higher removal rate. A tailing effect of lingering residual contaminant concentrations occur within the fine sand. About 20% of MTBE cannot be removed. 相似文献
6.
ABSTRACTOur understanding of spelling development has largely been gleaned from analysis of children’s accuracy at spelling words under varying conditions and the nature of their errors. Here, we consider whether handwriting durations can inform us about the time course with which children use morphological information to produce accurate spellings of root morphemes. Six- to 7-year-old (n = 23) and 8- to 11-year-old (n = 25) children produced 28 target spellings in a spelling-to-dictation task. Target words were matched quadruplets of base, control, inflected, and derived words beginning with the same letters (e.g., rock, rocket, rocking, rocky). Both groups of children showed evidence of morphological processing as they prepared their spelling; writing onset latencies were shorter for two-morpheme words than control words. The findings are consistent with statistical learning theories of spelling development and theories of lexical quality that include a role of morphology. 相似文献
7.
Eadie Patricia Levickis Penny Murray Lisa Page Jane Elek Catriona Church Amelia 《Early Childhood Education Journal》2021,49(5):903-913
Early Childhood Education Journal - The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated... 相似文献
8.
Drew Polly 《学校用计算机》2014,31(4):271-292
Various educational technologies have been advanced as potential vehicles to transform teaching and learning. Still, research studies have documented that primary school teachers struggle to integrate technology in meaningful ways. This article presents the findings of a year-long study in which the author frequently observed three primary school teachers’ enactments of technology into their mathematics teaching. Each teacher was observed between 25 and 30 times during the school year. The types of technologies used as well as the types of mathematical tasks and problems that participants posed while teaching with technology were inductively analyzed. Inductive qualitative analyses indicated that participants’ technology use focused on presentation technologies such as the document camera or interactive whiteboard more than computer-based technologies or interactive activities. Further, teachers varied widely in their enacted pedagogies while integrating technology, and two participants demonstrated more frequent enactments of learner-centered pedagogies toward the end of the school year. Implications for researching teachers’ use of technology in the future are also shared. 相似文献
9.
Boh Young Lee 《Early Childhood Education Journal》2010,38(3):213-221
This qualitative study builds on the previous body of emergent literacy research by investigating the use of storybook reading
with parents during morning transition times through observation on fifteen toddlers (2- to 3-years old), their parents, and
teachers in a university preschool classroom. The focus of this study is to investigate whether storybook reading with parents
eases morning transitions for young children as well as fosters their literacy development. Additionally, this study seeks
to understand how storybook reading with parents during morning transitions affects the partnership between parents and teachers.
The findings of this study contribute to the literature showing that (1) reading a book with parents during morning transition
times may provide smooth transitions, (2) it may help with direct interactions between teachers and parents and with direct
parental involvement in a school setting, and (3) storybook reading with parents in class during morning transition times
may lead the child to engage in independent reading. 相似文献
10.
Theone dimensionalinfinitesimalstrainconsolida tiontheorydevelopedbyTerzaghiassumedthattheper meabilityandcompressibilityoftheclayremainedcon stantduringconsolidationunderaparticularincrementofload[1] .So ,inpractice ,thetheorywasonlyapproxi matelysatisfying .Variousresearcheshavesoughttoex tendtheclassicaltheorytotakeaccountofthevariationofpermeabilityandcompressibilityduringconsolidationinoneormoreways .Thecompressibilityandcoefficientofpermeabilitywereassumedtobefunctionsofthede greeofsatur… 相似文献
11.
For in -situ composite materials,the interaction between the second-phase particles and the solidification interface attracts more attentions of people,for concerning the final distribution of the particles on the matrix.With the conception of the local solidification time,a kinematics mechanism of particle pushing into the crystal boundary during the solidification process was assumed.Through the analysis of forces acted on the particle in front of the solid /liquid interface the critical velocity criterion for the particles pushing was given.The calculation results show when the growth rate of the interface V is less than or equals to the critical velocity Vc,the particles on the solid/liquid interface is pushed into the boundary region of cellular crystals,where they are distributed as a chain-like straight,which forms a particle-strengthened in-situ composite materials. 相似文献
12.
Sheldrake Richard Mujtaba Tamjid Reiss Michael J. 《Research in Science Education》2019,49(6):1809-1834
Research in Science Education - Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and... 相似文献
13.
Xizu Wang Durga Venkata Maheswar Repaka Ady Suwardi Qiang Zhu Jing Wu Jianwei Xu 《天津大学学报(英文版)》2023,(3):209-215
Liquid metal gallium has been widely used in numerous fields, from nuclear engineering, catalysts, and energy storage to electronics owing to its remarkable thermal and electrical properties along with low viscosity and nontoxicity. Compared with high-temperature liquid metals, room-temperature liquid metals, such as gallium(Ga), are emerging as promising alternatives for fabricating advanced energy storage devices, such as phase change materials, by harvesting the advantageous properties of the... 相似文献
14.
15.
Meister Sabine Krell Moritz Göhner Maximilian Upmeier zu Belzen Annette 《Research in Science Education》2021,51(6):1459-1479
Research in Science Education - In this research project we investigate the role of responses to anomalous data during modelling processes. Modelling is seen as a comprehensive practice that... 相似文献
16.
Fourteen science high school students participated in this study, which investigated neural-network plasticity associated
with hypothesis-generating and hypothesis-understanding in learning. The students were divided into two groups and participated
in either hypothesis-generating or hypothesis-understanding type learning programs, which were composed of 12 topics taught
over a 12-week period. To measure change in student competence and brain networks, a paper & pencil test and an fMRI scanning
session were administered before and after the training programs. Unlike the hypothesis-understanding group, a before and
after training comparison for the hypothesis-generating group showed significantly strong changes in hypothesis explanation
quotients and functional brain connectivity associated with hypothesis-generating. However, for the hypothesis-understanding
group, the brain network related to hypothesis-understanding significantly strengthened, not from hypothesis-generating type
learning, but from hypothesis-understanding type learning. These findings suggest that for hypothesis-generating and hypothesis-understanding
there are at least two specialized brain network systems or processes at work in the brain. Furthermore, hypothesis-generating
competence could be developed by appropriate training programs such as teaching by way of active hypothesis generation rather
than present passive expository teaching practices. 相似文献
17.
18.
Relatively little is known regarding preschool teachers’ use of specific scaffolds, including those high support scaffolds (e.g., co-participating, eliciting, reducing choices) that may be important for children who are struggling to acquire language and literacy concepts. The goal of this study was to characterize preschool teachers’ use of six types of scaffolds (generalizing, reasoning, predicting, co-participating, reducing choices, eliciting; see O’Connor et al. in Ladders to literacy, Paul H. Brookes Publishing, Baltimore, MD, 2005) within the whole group read aloud session. Two specific questions were addressed: (1) To what extent do preschool teachers use high and low support scaffolds during whole group read aloud sessions? and (2) To what extent does preschool teachers’ perceived frequency of use of specific scaffolds correspond to their actual use of scaffolds? Videotaped classroom observations were carried out for five preschool teachers conducting whole group read alouds in their classrooms; frequency of use for six types of scaffolds was coded using systematic observation procedures. Results indicated that teachers showed a preference for three types of scaffolds, all of which were low support, and that the three types of high support scaffolds occurred at very low rates. Additionally, results showed a substantial discrepancy between teachers’ perceived frequency of use of specific types of scaffolds relative to their actual use. Together, findings suggest that preschool teachers may benefit from professional development focused on using a range of scaffolds, to include high support scaffolds beneficial to children who may need high levels of support to participate in read alouds. 相似文献
19.
The 39 preservice teachers (PSTs) who participated in this study were enrolled in a masters program for secondary science teacher certification. Initially they held broad ideas about teaching and learning gleaned from their own experiences. Guided by the program course work, some PSTs embraced the pedagogical approaches introduced in the program, applied them in their teaching, and reflected on the outcomes. Their reflections showed that they were focused on keeping all of their students interested in science and on student participation in the process of meaning-making. Some PSTs embraced the program goals but struggled to achieve them in teaching. Others focused on transmission of content and did not attempt to develop an environment of student agency. There were nine career-changer PSTs and most of them remained teacher-centered throughout the program. The implications of student- and teacher-centered approaches adopted by the PSTs and the rationales provided by them are discussed in the paper. 相似文献
20.
Tyler W. Watts Greg J. Duncan Douglas H. Clements Julie Sarama 《Child development》2018,89(2):539-555
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention‐produced change at age 4 is associated with a 0.24‐SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014 ) using national data sets. Implications for developmental theory and practice are discussed. 相似文献