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《Early childhood research quarterly》1998,13(1):125-150
Widespread interest in the concept of inclusion for young children with disabilities has been focused primarily on inclusion in day care and classroom settings. While these contexts provide important opportunities for inclusion, many other community contexts are also important. Interviews with families of children with and without disabilities were analyzed to identify factors that facilitated or served as barriers to children's inclusion in community settings. These factors are described in terms of their application to children with and without disabilities and the extent to which they were reflected in communities of varying size and various income levels. Results are interpreted with respect to an ecological model and are discussed in terms of their implications for intervention. 相似文献
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Gregory L. Callan Gregory J. Marchant W. Holmes Finch Lindsay Flegge 《Psychology in the schools》2017,54(9):1106-1122
A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family‐ and school‐level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and positively to achievement. These strategies were used more by females and students attending higher SES schools. In contrast, males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration. In addition, the strategies that did not relate to achievement were used more frequently by students from higher SES families. The findings suggest that schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus, targeted interventions may be particularly useful for male students attending low SES schools. 相似文献
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The purpose of this study was to examine the contribution of leisure activities to optimism and personal growth among older adults. We used data from the Alameda County Health and Ways of Living Study. The sample consisted of 1600 individuals who were 60 years of age and older. While the literature shows that participating in leisure activities is relevant to improving the well-being of older adults, the impact of such participation across various age groups is yet to be determined. We employed a one-way multivariate analysis of variance to determine the age group differences with regard to optimism and personal growth. We also used a series of hierarchical regression models to examine the contribution of the types of leisure activities on optimism and personal growth across various age groups. The ability of leisure activity variables to predict optimism was the highest for the old-old group. The old-old group demonstrated the highest level of predictability from the leisure activity variables regarding personal growth. We suggest that professionals need to provide carefully selected leisure activities to enhance optimism and personal growth for clients within different age groups. Professionals may include a variety of physical, social, and volunteering activities for the young-old and old-old groups while more casual leisure activities such as community activities and entertainment can be offered to the adults of 80 years and older. 相似文献
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Conclusion The reluctance to change on the part of educators and school systems represents a paradoxical situation. Teaching and learning
consists of trying to bring about behavior changes, and the purpose of education is to develop individuals who are adaptive
and creative. Therefore, the effort of the teacher and the major purpose of the educational enterprise is to bring about planned
change in the individual. Why persons who are committed to this objective for all of the pupils for whom they have responsibility
should reject or be neutral to planned change in their own practices as teachers is a gnawing and perplexing question.
The preparation of this paper was supported by a contract with the Office of Education, U.S. Department of Health, Education,
and Welfare, under the provisions of Title VH-B of the National Defense Education Act. The publicationMedia and Educational Innovation, upon which this paper is based, is available for $2 from the University of Nebraska Extension Division, Nebraska Hall #511,
Lincoln. 相似文献
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Douglas Hochstetler 《Quest (Human Kinetics)》2015,67(2):161-172
In attempt to honor the legacy of Dudley Allen Sargent and address our current concerns in kinesiology in a transformative manner, this article examines both our collective and individual narratives with respect to kinesiology and examines how this relates to our identity. In the language of anthropologist Clifford Geertz, we need to examine the kind of stories we tell about ourselves and the kind of stories others tell about us. I contend that we need to not only share our own individual and collective narratives but also make space to listen to the narratives of others. 相似文献
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Alison Assiter 《Educational theory》2013,63(3):253-263
A recent report on the UK's higher education system by Lord John Browne exemplifies the dominant trend in education policy initiatives toward a focus on education primarily for employment and for the acquisition of skills. In this essay, Alison Assiter argues that such an entrepreneurial approach neglects essential aspects of the processes of teaching and learning. She draws on the work of Hannah Arendt, who saw the proper role of education as imparting the love of a subject, to critique the view expressed in Browne's report. Assiter then uses Søren Kierkegaard's reflections on education to further develop Arendt's perspective. While Kierkegaard certainly would have agreed with Arendt that teaching is a process of inspiring in students the love of a subject, he went beyond this to suggest that teaching also must encourage students to believe they can make a difference in the world and must instill in both teachers and students a commitment to engaging in a mutual process of development. 相似文献
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生命道德教化 总被引：1，自引：0，他引：1
刘铁芳 《河北师范大学学报(教育科学版)》2004,6(2):60-70
教育对生命的关注越来越多地“进入”了教育学的“视界”．但教育究竟应当如何关注生命，这是一个需要我们从多种视角深入思考的问题。从伦理层面梳理生命、道德、教化三者的关系．谈论道德的教化问题，关注教育整体对个体生命的基本态度是讨论的核心。 相似文献
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A depth-of-processing incidental recall task for maternal-referent stimuli was utilized to assess basic memory processes and the affective valence of maternal representations among abused ( N = 63), neglected ( N = 33), and nonmaltreated ( N = 128) school-aged children (ages 8–13.5 years old). Self-reported and observer-rated indices of internalizing symptoms were also assessed. Abused children demonstrated impairments in recall compared to neglected and nonmaltreated children. Although abused, neglected, and nonmaltreated children did not differ in valence of maternal representations, positive and negative maternal schemas related to internalizing symptoms differently among subgroups of maltreated children. Valence of maternal schema was critical in differentiating those with high and low internalizing symptomatology among the neglected children only. Implications for clinical intervention and prevention efforts are underscored. 相似文献
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Teresa Armbula Greenfield 《科学教学研究杂志》1996,33(8):901-933
Science achievement and attitudes were assessed for a series of students in Grades 3–12 representing the four major ethnic groups in Hawai'i (USA). It was found that more differences were accounted for by ethnicity and even grade than by gender; in addition, there was little interaction between ethnicity and gender. With respect to ethnicity, Caucasian and Japanese-American students outscored Hawaiians and Filipino Americans at all grade levels. Caucasians also expressed the most positive attitudes toward science and Japanese expressed the most positive perceptions of scientists; Hawaiians generally expressed the least positive perceptions. Younger students generally expressed more positive attitudes toward science but less positive perceptions of scientists compared to older students. Caucasians expressed the most positive perceptions of their own science ability and achievement. With respect to gender, there were no consistent differences in science achievement and very few in science attitudes and perceptions. The major differences were that males reported more experiences with physical science activities and also expressed a more male-stereotyped view of science than females, with some variation by ethnicity and grade. There were differences in enrollment in advanced science and mathematics classes in that females were more likely than males to enroll in many, but for both genders the major reason was college admission: Japanese students were most likely and Hawaiians least likely to indicate science interest as a reason. Findings are discussed within the context of cultural ecology and feminist social theory. © 1996 John Wiley & Sons, Inc. 相似文献
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Herman Epstein 《Annals of dyslexia》1985,35(1):35-49
It is argued that what we call intelligent behavior is based to a great extent on our ability to analyze multimodal and crossmodal
information. Acquisition and utilization of those functions seem to appear and develop greatly during the 2–4 year period
in humans. Among the functions are those frequently affected in dyslexic persons. It might be possible to diagnose potential
dyslexics by testing for the adequacy of those functions at that early period. In addition, limitations on the number of concepts
that can be handled simultaneously may be involved in information processing in such a way as to affect both multimodality
and crossmodality; this limitation seems not to be generally taken in to account by educators, especially those working with
dyslexic persons. 相似文献
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Findings from the Watamura, Donzella, Alwin, and Gunnar (this issue) study support the growing recognition of the importance of context on physiology and affective and behavioral regulation early in human development. This discussion focuses on the role of context and development on hypothalamic-pituitary-adrenal (HPA) axis regulation in young children. Discussed in this article are the Watamura et al. findings with regard to relevant animal studies, extension of these observations to samples of children at elevated risk for psychopathology, and experimental prevention studies with young children. It is contended that environmental factors operating at key points in development may shape affective and behavioral regulation as well as HPA axis function in children, much as environmental factors have been shown to shape HPA axis regulation in animals. 相似文献
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王海峰 《连云港师范高等专科学校学报》2003,(4):93-95
以情感人、以美育人是艺术教育的根本方式，审美教育的核心是审美情感的培养。音乐教育的成果首先要培养学生对音乐的情感，使其喜欢音乐、热爱音乐，把激发学生学习音乐兴趣作为审美基础教育的前提或“基础的基础”是正确的。 相似文献
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Joseph J. Schwab 《Quest (Human Kinetics)》2013,65(1):2-27
The National Blueprint: Increasing Physical Activity Among Adults Age 50 and Older was designed to develop a national strategy for the promotion of physically active lifestyles among the mid-life and older adult population. The Blueprint identifies barriers to physical activity in the areas of research, home and community programs, medical systems, public policy and advocacy, and marketing and communications. In addition, the Blueprint proposes a number of concrete strategies that could be employed in order to overcome the barriers to physical activity in society at large. This paper summarizes and reviews progress achieved in advancing each of the 18 strategies. 相似文献
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维之 《南通师范学院学报》2009,(5):8-14
认识是一多环节过程,“知”只是它的一个主观环节。但“知”（觉知）不是一个关系范畴,用关系机制说明不了“知”的义理,其本义乃是心理现象（观念）的自明或自肯定。因此,认识外部客观事物还需借助心理的意向性来完成。意向性是人通过感知与动作的协调过程而形成的,它有指向外物的特征。若深入理解,意向性实际也是一种整体觉知效应。 相似文献
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In an attempt better to understand why, on the whole, girls are not very interested in computers, we have tried to investigate social representations of technical interest attributed to one or the other gender in primary and junior-high school. The results of the impressions formation test and those of a survey indicate that primary-school pupils consider boys and girls to be equally involved in technical fields and a girl «computer enthusiast» is perceived as a very atractive person. At the junior-high level, students no longer perceive this equality of gender in technical interests and they judge a girl «computer enthusiast» negatively. Moreover, girls themselves consider that too keen an interest in computers is evidence of loneliness and problems with sexual identity. A boy’s involvement with computers does not change his image, whatever the gender or the age of the subjects. Thus, the influence of the normative model of feminine identity can explain in part the drop in interest for computers observed in secondary-school girls. 相似文献
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ABSTRACT— Circadian rhythms, in particular the sleep–wake cycle, modulate most, if not all, aspects of physiology and behavior. Their impact on education has recently begun to be understood, including a clear positive relationship between sleep and learning. In fact, sleep deprivation, common to adolescents throughout the world, has a deep effect on academic performance, and this fact is often increased by inadequate school schedules. This special issue of Mind, Brain, and Education deals with the relation between biological rhythms and learning, as discussed in an International Mind, Brain, and Education Society meeting that took place in Erice, Italy in May 2007. The articles (with contributors from Brazil, Croatia, Sweden, Spain, United Kingdom, United States, and Argentina) cover several aspects of this fundamental link between timing and education and suggest strategies to optimize school and sleep schedules for a better quality of life and improved academic performance of students. 相似文献
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Minds, modules, and meta-analysis 总被引：5，自引：0，他引：5
Wellman and colleagues' meta-analysis of performance on the false-belief task is methodologically useful, but it does not lead to any theoretical progress concerning the nature of the mechanisms that underlie the existence and development of "theory of mind." In particular, the results of this meta-analysis are perfectly compatible with "early competence" accounts that posit a specific, innate, and possibly modular basis for theory of mind. The arguments presented by Wellman and colleagues against such views stem not from their meta-analytic data, but from mistaken assumptions regarding the requirements of such theories (e.g., that there exist manipulations that improve performance only, or to a greater degree, in young children). Contrary to what Wellman and colleagues claim, their meta-analysis, while consistent with conceptual change, does not lend any new support for such theories. 相似文献
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《The Journal of educational research》2012,105(3):169-176
AbstractSixty students were randomly assigned to one of two experimental groups or to a control group. Both experimental groups were instructed with learning activity packages in French culture. These packages were designed to enhance listening comprehension, speaking proficiency, reading comprehension, and writing proficiency and to stimulate positive attitudes toward the French people, the language, and the course. The control group was instructed in a more traditional grammar-oriented program utilizing audiolingual learning activity packages. These packages stressed language skill proficiencies similar to those of the two experimental groups and, more importantly, emphasized mastery of designated principles of French grammar and structure. Students were pre- and posttested on their four language skill proficiencies and their attitudes. When compared with the control group, both experimental groups demonstrated greater growth in three of their language skills and in their development of positive attitudes toward French. 相似文献