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1.
This study examined young children's (M = 38 months) beliefs about the aging of language competence using a modified mutual exclusivity paradigm (cf. Markman, 1990). Children were shown pairs of objects (familiar and unfamiliar) and were asked by a younger and older experimenter to point to the object in the pair to which a novel non-word referred. Showing reliance on a mutual exclusivity heuristic (a new word must refer to something I do not already know), children selected more unfamiliar objects as the referent. Children who had relatively little contact with older adults showed more reliance on mutual exclusivity when tested by a younger experimenter than an older experimenter. This pattern was reversed for children who had more frequent contact with older adults. These results suggest that with infrequent contact with older adults, children rely on common stereotypes linking old age with diminished competence to judge an older interlocutor's behavior. More frequent contact allows for positive stereotypes associating older age with enhanced language competence to dominate, making an older experimenter the better teacher of new words. 相似文献
2.
E. Todd Brown Victoria J. Molfese Peter Molfese 《Journal of Education for Students Placed at Risk》2013,18(1):106-126
Few studies investigating the impacts of teacher characteristics and beliefs about the importance of early skill learning have included measures of children's learning outcomes. This study investigated how teachers' educational attainment, experience, and beliefs impact the development of letter identification and number concepts (enumeration, cardinality, and numeral identification). One hundred thirty-eight 4-year-old children from low-income homes attending public preschool programs were the focus of a study based on findings that early learning is impacted by family characteristics and teachers' perceptions of children's eagerness to learn (West, Denton, & Germino Hausken, 2000). Children's skills were assessed fall and spring, with more change found in spring measures of letter identification than in measures of number concept skills. Teachers' educational attainment was found to strongly influence development of letter identification, with teacher experience a weaker influence. For number concepts, teacher education and experience were equivalent influences. Teachers' beliefs about literacy and mathematics were weakly related to children's learning outcomes, but added to the variance accounted for beyond the influence of teacher education and experience in the development of numeral recognition. More information is needed from studies focusing on children learning across the school year on how structural and process features influence young children's learning. 相似文献
3.
Jeffrey J. Wood 《Early education and development》2013,24(2):223-242
This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers' perceptions of their children as more or less trusting and secure at age 3 years were rated on the Attachment Behavior Q-Set (Waters, 1987). Sociometric ratings were collected from classmates 1 year later through individual picture interviews. Preschool teachers rated children's academic competence and trait anxiety. Attachment Behavior Q-Set scores at age 3 were associated with teacher ratings of academic competence the following year (ages 4–5 years). However, this effect was mediated by 2 intervening psychosocial variables: anxiety and peer acceptance. Early secure attachment to parents may (a) potentiate less anxiety, removing emotional barriers to learning; and (b) enhance positive relationships with peers, perhaps motivating children to engage more in the preschool curriculum and leading to relatively greater academic competence. Adopting preschool curricula that foster positive peer relationships, anxiety regulation skills, and supportive parent—child relationships could indirectly enhance preschool children's academic competence and school readiness. 相似文献
4.
George M. Kapalka 《Emotional and Behavioural Difficulties》2013,18(1):21-30
Many students with Attention‐Deficit Hyperactivity Disorder (ADHD) present with behavioral problems that are particularly evident in out‐of‐class settings (in the lunch room, on the playground, during field trips and special assemblies, etc). Barkley's (1997) technique has been known to help parents handle ADHD children's behaviors in out‐of‐home situations, and so its effectiveness to reduce problems in out‐of‐class settings was investigated with 65 teachers of male students previously diagnosed with ADHD. ANOVA revealed that Barkley's technique was effective in reducing the students' behavioral problems in out‐of‐class settings. This technique is easy to administer and school psychologists will likely find it useful in assisting teachers to handle ADHD students' behavioral problems. 相似文献
5.
Hiroko Fumoto David J. Hargreaves Shirley Maxwell 《Early Years: An International Journal of Research and Development》2004,24(2):179-191
This paper examines the concept of ‘teaching’ in early education and childcare and argues that the activity of teaching, broadly defined, concerns all adults who work in this area and occurs in all phases of the educational system. Bronfenbrenner's (1979) ecological perspective on human development is applied to conceptualise teaching as (1) adults' attempts to extend children's current phenomenological perspectives of the world; and (2) as being based on adults' ability to capture children's momentum towards learning. The implications of current terms such as ‘practitioner’, and the ways in which ‘teaching’ in early childhood education has been conceptualised, are also discussed. 相似文献
6.
Bandura's Social Learning Theory purports that early exposure to this social information may have an impact on children's schema development (e.g., Bandura, 2001), which may influence how children and later adults think about what it means to age and get older (e.g., what it means to be an aging woman in society). By extension, if the portrayal of aging women characters in picture books contains both ageist and sexist attitudes, then the concern is that learned double jeopardy social schemas may influence both children's and the broader society's reactions to this aging sub-population (Chappell & Havens, 1980) and personal self-efficacy toward aging (Bandura, 2011). For the purpose of the current research, a possible double jeopardy portrayal was examined for older women characters in children's picture books. Using a stratified random sampling of 90 children's picture books, results found that older book characters were depicted in only about one-third of the sampled books, and older women portrayals were generally more negative (e.g., “hag”). The current study analyzed the biased aging portrayals in children's picture books, and found evidence for double jeopardy (e.g., both ageist and sexist attitudes combined) in how aging women characters were presented in both text and imagery. Implications toward future research and education interventions that convey more positive messages about aging and being a woman aging in society will be discussed. 相似文献
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8.
Amy Propen 《Technical Communication Quarterly》2013,22(2):233-254
Abstract This article reports the results of a case study of two maps, produced by the National Marine Fisheries Service and the Natural Resources Defense Council, and their involvement in a federal court case over the deployment of the Navy's low-frequency active sonar. Borrowing from Kress and van Leeuwen's (1996) approach to visual analysis, Turnbull's (1989) understanding of the map, and Latour's (1990) understanding of how visuals work in social contexts, the article offers an analytical approach to studying maps as powerful visual, rhetorical objects. 相似文献
9.
James F. Nagle 《The Educational forum》2013,77(1):76-86
Drawing on Zeichner's levels of reflection (Liston and Zeichner 1996), this study uses a fine-grain analysis of portfolio entries to describe the reflective practice of a cohort of preservice secondary education teachers as they student teach, participate in a student teaching seminar, and prepare the Vermont Licensure Portfolio. The paper raises questions about the tension between satisfying state mandates while facilitating critical reflection among preservice teachers and recommends a broader curriculum for teacher education programs to further develop preservice teachers' critical reflection. 相似文献
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11.
Steve Lautemilch 《Quest (Human Kinetics)》2013,65(2):139-141
Great anticipation surrounded the release of the first ever Surgeon General's report on physical activity and health in 1996. The report stated that physical activity can contribute significantly to overall levels of health and the quality of life for all Americans. However, since the report's release, little has improved in the health status of children and adults in the United States. Over 33% of the adult population and 16% of the nation's children are obese (CDC, 2009). The purpose of this review is to examine the historical role of physical education, the impact of the Surgeon General's report, the role of Physical Education Teacher Education (PETE) programs in preparing future physical education teachers, and current developments related to physical activity and health in the United States. 相似文献
12.
Louise Yarnall 《Community College Journal of Research & Practice》2014,38(2-3):250-260
Since the 1990s, federal programs for workforce training have aimed to transform the role of community colleges from narrow contract training to a broader role that encompasses strategic instructional program planning and innovation to support lifelong learning for a changing workforce and economic development (Jacobs & Teahen, 1996). Yet, to date, there has been no study of how this changing role has affected the ways community colleges and their industry partners collaborate. With rising pressure from policy makers to accelerate training to help American workers to adjust to rapid change in the workforce, it is critical to understand the cross-organizational dynamics of these collaborations. 相似文献
13.
Colleen K. Vesely Marriam Ewaida Katina B. Kearney 《Early education and development》2013,24(5):744-765
Research Findings: Research indicates that early childhood education (ECE) serves various functions for societies and in turn families, including economic, educational, and social functions (Fukkink, 2008; Vandenbroeck, 2006). Using qualitative methods, we explored an aspect of the social function of ECE for low-income immigrant families. Specifically, in-depth interviews with 40 low-income immigrant mothers (19 Africans, 21 Latinas) were conducted to understand how low-income Latina and African immigrant mothers use their children's ECE programs to build human, social, and navigational capital. Latin American and African mothers both developed capital through interactions with their children's ECE programs. However, Latina mothers tended to rely on ECE more for building all 3 types of capital. Practice or Policy: The findings from this study highlight the significant role that ECE providers play in the lives of families, and particularly immigrant families, that goes beyond basic economic and educational supports. These findings point to the importance of training ECE educators and staff in fostering connections among and between families in their programs; educating parents, as many parents rely on their ECE programs for parenting advice and support; and working with local community agencies and resources to benefit children and families. 相似文献
14.
Children's worlds are increasingly populated by intelligent technologies. This has raised a number of questions about the ways in which technology can change children's ideas about important concepts, like what it means to be alive or smart. In this study, we examined the impact of experience with intelligent technologies on children's ideas about robot intelligence. A total of 60 children aged 4 through 7 were asked to identify the intellectual, psychological, and biological characteristics of 8 entities that differed in terms of their life status and intellectual capabilities. Results indicated that as children gained experience in this domain, they began to differentiate robots from other familiar entities. This differentiation was indicated by a unique pattern of responses about the intellectual and psychological characteristics of robots. These findings suggest that experience may yield a more highly developed viewpoint that reflects an appreciation of the distinctions between biological life, machines, and artificially intelligent technologies. People who grew up in the world of the mechanical are more comfortable with a definition of what is alive that excludes all but the biological and resist shifting definitions of aliveness.… Children who have grown up with computational objects don't experience that dichotomy. They turn the dichotomy into a menu and cycle through its choices. (Turkle, 1999, p. 552) 相似文献
15.
Kieran Winnifred St. Rose 《Community College Journal of Research & Practice》2013,37(10):780-793
In the English-speaking Caribbean, the Advanced level qualification is the traditional and preferred route to accessing an education at the University of the West Indies (UWI). However, applicants with nontraditional qualifications—such as the associate degree qualification, teacher certificate, diploma, and mature student status (meaning one who is out of school for five years and over, is over the age of 25 years, has demonstrated academic potential, and has gained academically relevant knowledge and workplace experience)—are also considered for admission into the UWI degree programs. The objective of this study was to establish whether students with the traditional qualification, that is, two Advanced (A) level subjects, are better able to cope with the requirements of undergraduate study than those with an associate degree, which is one of the nontraditional qualifications. The study compared the performance of two groups of students in the University of the West Indies Faculty of Social Sciences three-year bachelor's degree program (University of the West Indies, 1996, 1997, 1998). One group held the Barbados Community College (BCC) associate degree with a minimum grade point average (GPA) of 2.5 and the other group consisted of persons entering with two Advanced level subjects from colleges/secondary schools in Barbados. The study compared the performances of 1999, 2000, and 2001 UWI graduates to ascertain whether entry qualifications were related to the type of degree attained. The findings suggested that there is no significant relationship between qualifications at the time of entry and performance. 相似文献
16.
Amanda G. Camp Diane Gilleland Carolyn Pearson Jim Vander Putten 《Educational Research and Evaluation》2013,19(1):63-77
The intent of this study was to investigate the adequacy of Weidman's (1985, 1989) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences. 相似文献
17.
Peter Hudson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):201-217
Mentoring is too important to be left to chance (Ganser, 1996), yet mentoring expertise of teachers varies widely, which may present inequities for developing preservice teachers' practices. Five factors for mentoring have been identified herein: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback, and items associated with each factor have also been justified in context of the literature. An original, literature‐based survey instrument gathered 446 preservice teachers' perceptions of their mentoring for primary teaching. Data were analysed within the above‐mentioned five factors with 331 final‐year preservice teachers from nine Australian universities responding to their mentoring for science teaching and 115 final‐year preservice teachers from an urban university responding to their mentoring for mathematics teaching. Results indicated similar Cronbach alpha scores on each of the five factors for primary science and mathematics teaching; however percentages and mean scores on attributes and practices aligned with each factor were considerably higher for mentoring mathematics teaching compared with science teaching. 相似文献
18.
Helen S. Kowalski Shirley R. Wyver Corresponding author Grace Masselos Philip de Lacey 《Early Years: An International Journal of Research and Development》2005,25(1):55-65
Forty‐eight toddlers aged 17 to 31 months attending long‐day childcare participated in this project, which examined some of the influences of the day‐care context on their emerging pretend play. Ninety minutes of video‐taped observations were collected for each participant as they engaged in free play with their same‐age peers and their pre‐school‐aged peers. The play environment was assessed on a number of dimensions, including the provision of play materials, the quality of care and staff attitudes toward play. Additionally, the participants' weekly attendance pattern was taken into consideration. The complexity of pretend play was coded in accordance with Westby's Symbolic Play Scale (1991). Two components of the long‐day childcare context—play with pre‐school‐aged peers and the unsatisfactory provision of play materials—were found to be significantly influential on the participants' complexity of pretend play. An attendance of four or more days in childcare was also found to be favourable. A number of implications for educational programming in the day‐care context arise from these results. 相似文献
19.
Judit N. Moschkovich 《学习科学杂志》2013,22(4):551-587
This article examines a classroom discussion of multiple interpretations of the scales on two distance versus time graphs. The analysis describes how two students and a teacher used multiple meanings for phrases of the form “I went by” and coordinated these meanings with different views of the scales. Students' ambiguous and shifting meanings did not prove to be obstacles to this discussion. Instead, this teacher used student interpretations as resources, built on them, and connected them to canonical mathematical concepts—in particular by highlighting (Goodwin, 1994) a “unitized” (Lamon, 1994, 1996, 2007) view of the scales. Research in mathematics education describes teaching that promotes conceptual development as having two central features: One is that teachers and students attend explicitly to concepts, and the other is that students wrestle with important mathematics (Hiebert & Grouws, 2007). Not only does this classroom discussion provide an example that it is possible to balance these two features, but the analysis provides the details of how instruction can simultaneously provide explicit attention to concepts while allowing students to wrestle with these concepts. 相似文献
20.
The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools. 相似文献