Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship   总被引：1，自引：0，他引：1  

Carollee Howes  Claire E. Hamilton  Catherine C. Matheson 《Child development》1994,65(1):253-263

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.  相似文献   

Role of concept definition, teaching examples, and practice on concept learning from prose     

Richard Hamilton 《Contemporary educational psychology》1989,14(4)

Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions.  相似文献   

Translating dyslexia across species     

Lisa A. Gabel  Monica Manglani  Nicholas Escalona  Jessica Cysner  Rachel Hamilton  Jeffrey Pfaffmann  Evelyn Johnson 《Annals of dyslexia》2016,66(3):319-336

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The Aesthetics of Western Art Music     

Andy Hamilton  & Roger Scruton 《Philosophical Books》1999,40(3):145-159

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The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities     

Janine K. Coates  Jo Harris  Michael Waring 《British Educational Research Journal》2020,46(5):909-928

Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.  相似文献   

Using a Single-Item Physical Activity Measure to Describe and Validate Parents' Physical Activity Patterns     

Kyra Hamilton  Katherine M. White  Tom Cuddihy 《Research quarterly for exercise and sport》2013,84(2):340-345

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U.S.-Produced Entertainment Media and Attitude Toward Americans     

Jami A. Fullerton  Matthew Hamilton  Alice Kendrick 《Mass Communication and Society》2013,16(2):171-187

This study examines the relationship between Singaporean college students'attitude toward Americans and their exposure to U.S. exported entertainment media.

The 328 Singaporean college student participants expressed relatively neutral attitudes toward Americans and reported high consumption of U.S. entertainment media (movies, television shows, magazines, music). Exposure to American media was found to correlate positively with student attitudes toward Americans.

In contrast to some media critics' contention that exposure to U.S. media fosters negative attitudes among citizens of other countries, this study suggests that U.S. entertainment may influence attitude toward Americans in a positive direction.  相似文献   

Early childhood arts curriculum: a cross-cultural study     

Amy Hamilton  Yan Jin  Susan Krieg 《课程研究杂志》2013,45(5):698-714

Many countries, including Australia, China, the United States, the United Kingdom and New Zealand, have included art subjects in their core curriculum. Using the theory of governmentality as a critical lens to investigate the intricate power–knowledge system in relation to curriculum, arts and pedagogy, this paper makes a comparative document analysis of two contemporary arts curricula for children aged 5–6 years—the Beijing Kindergarten Happiness and Development Curriculum in the arts learning area (upper class in kindergarten), and the Australian Curriculum: The Arts (Foundation level). Curriculum is best understood as a multi-faceted phenomenon and this paper draws from research which categorized curriculum into three phases: the intended (or planned) curriculum, the enacted (or implemented) curriculum and the experienced (the learner experience) curriculum. By focusing on the first phase: the intended curriculum, this paper compares the documents that comprise the planned curriculum from two very different contexts, and thus makes a contribution to cross-cultural understanding of early childhood arts curriculum in ways that may lead to social change.  相似文献   

Report of the Committee on Standardization of Biblical Departments in Colleges and Universities∗     

W. J. Hamilton 《Religious education (Chicago, Ill.)》2013,108(4):263-266

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Background to Nuffield Science     

Mary Waring 《History of education》2013,42(3):223-237

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