How Moroccan mothers and fathers view child development and their role in their children's education     

Gail L. Zellman  Michal Perlman  Rita Karam 《International Journal of Early Years Education》2014,22(2):197-209

Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught how to promote their children's early cognitive development without undermining their nurturing roles.  相似文献   

Teachers’ Concepts of Spatial Scale: An international comparison     

M. Gail Jones  Manuela Paechter  Chiung-Fen Yen  Grant Gardner  Amy Taylor  Thomas Tretter 《International Journal of Science Education》2013,35(14):2462-2482

Metric scale is an important concept taught as part of science curricula across different countries. This study explored metric and relative (body-length) scale concepts of inservice (N?=?92) and preservice (N?=?134) teachers from Austria, and Taiwan, and their concepts were compared with those of teachers from the USA. Participants completed three assessments: the Scale Anchoring Objects (SAO), Scale of Objects Questionnaire (SOQ), and a subsample of participants were interviewed with the Learning Scale Interview. A Rasch analysis was conducted with the SAO and SOQ and results showed that the Rasch model held for these assessments, indicating that there is an underlying common dimension to understanding scale. Further analyses showed that accuracy of knowledge of scale measured by the SAO and SOQ was not related to professional experience. There were significant differences in teachers’ accuracy of scale concepts by nationality. This was true for both metric and body-length SAO assessments. Post hoc comparisons showed that the Austrian and Taiwanese participants were significantly more accurate than the US sample on the SAO and SOQ. The Austrian participants scored significantly higher than the US and the Taiwanese participants. The results of the interviews showed that the Taiwanese experienced teacher participants were more likely to report learning size and scale through in-school experiences than the Austrian or the US participants. US teachers reported learning size and scale most often through participating in hobbies and sports, Taiwanese teachers reported learning scale through sports and reading, and Austrian teachers most often noted that they learned about scale through travel.  相似文献   

How Bureaucratic Are Big-City School Systems?     

Kenneth K. Wong  Gail L. Sunderman 《Peabody Journal of Education》2013,88(3-4):14-40

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The Minicourse: Helping Teachers with Curriculum Change     

David Cohen  Christine Deer  Marelle Harrison  Gail Thompson 《课程研究杂志》2013,45(2):175-180

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Editors’ comments     

M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(4):164-164

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M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(4):164

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Medicine in Quotations: Views of Health and Disease Through the Ages.     

Gail Hendler 《Journal of the Medical Library Association》2001,89(1):88

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The politics of admissions in California     

Gail Heriot 《Academic Questions》2001,14(4):29-36

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Violence and the changing universe of disabilities     

Dr. Gail Ruppert Houle 《Early Childhood Education Journal》1996,23(4):197-200

The field of special education has primary responsibility for providing specialized services to young children with disabilities in the schools. Increasingly, it is recognized that many disabilities identified among young children may be attributable to environmental variables, such as violence, poverty, toxic materials exposure, and family dysfunction. Issues of violence hold particular relevance for special education professionals. Recent studies report that young children with disabilities are 1.7 times more likely to be victims of maltreatment than children without disabilities. For children with disabilities living with the effects of violence, the infrastructure of special education as it is now developing may be the most promising approach to individual and systems intervention. Comprehensive community-based initiatives are replacing fragmented practices. The new collaborations can multiply the results of intervention or support programs beyond those attainable through any single approach. Views expressed in this article are solely those of the author and do not reflect policies of the U.S. Department of Education.  相似文献   

Two-choice conditional discrimination performance of pigeons as a function of reward expectancy,prechoice delay,and domesticity     

David L. Brodigan  Gail B. Peterson 《Learning & behavior》1976,4(2):121-124

In a discrete-trial two-choice conditional discrimination task, pigeons which received food for a correct choice following the presentation of one cue and water for a correct choice following another cue performed better than pigeons which received food and water equally often in both cases when delays of several seconds intervened between the conditional cue and choice stimuli presentations. These results suggest that feedback properties of reinforcer-specific expectancies can be important in conditional discrimination learning in pigeons. An additional finding was that wild-caught pigeons regularly exhibited a higher percentage of correct choices than domestic subjects.  相似文献