Using the newspaper to support children's emerging literacy     

June Rose Richie  Janet E. Foster  John M. Johnston 《Early Childhood Education Journal》1991,19(2):28-31

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.  相似文献   

Problems of the Selection and Professional Orientation of Soviet Pegagogical Students     

Janet M. D. Higgins 《比较教育学》1976,12(2):157-162

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Individual Differences in Infant Visual Attention: Recognition of Degraded Visual Forms by Four-Month-Olds     

Janet E. Frick  John Colombo 《Child development》1996,67(1):188-204

In 5 experiments, 4-month-old infants were tested for their ability to recognize degraded visual targets as a function of individual differences in fixation duration. Targets were degraded by removing 10% of the total contour either from vertices (vertex-absent) or from midsegments (vertex-present). Both qualitative and quantitative differences were found in long and short lookers' ability to recognize the degraded forms. Short-looking infants were able to recognize degraded forms in both vertex-absent and vertex-present conditions, but the vertex-absent discrimination was more difficult. Long-looking infants required longer familiarization times before showing evidence of recognition in the vertex-present condition, and were unable to recognize targets in which contour was removed at vertices. The findings are discussed within the framework of the persistence of early visual processing strategies, and reliance of long-looking infants on particular local elements in visual analysis.  相似文献   

‘Family comes in all forms,blood or not’: disrupting dominant narratives around the patriarchal nuclear family     

Daniela Gachago  Lindsay Clowes  Janet Condy 《Gender and education》2018,30(8):966-981

ABSTRACT

After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged.  相似文献   

Perceptions of control and use of control options in computer-assisted video instruction     

Geri Gay  Deborah Trumbull  Janet Smith 《TechTrends》1988,33(5):31-33

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Engaging Undergraduate Kinesiology Students in Clinically-based Research     

Janet M. Shaw  Danielle D. Johnson  Ingrid E. Nygaard 《Quest (Human Kinetics)》2018,70(3):292-303

Many undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus.  相似文献   

Post-secondary Science Students’ Explanations of <Emphasis Type="Italic">Randomness</Emphasis> and <Emphasis Type="Italic">Variation</Emphasis> and Implications for Science Learning     

Rebekka Darner Gougis  Janet F. Stomberg  Alicia T. O’Hare  Catherine M. O’Reilly  Nicholas E. Bader  Thomas Meixner  Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.  相似文献   

Map Perspective and the Learning of Text     

Johnson Janet T.  Verdi Michael P.  Kealy William A.  Stock William A.  Haygood Robert C. 《Contemporary educational psychology》1995,20(4)

In two studies, undergraduates learned a map of the city of Rome in either a flat survey map or a one-point perspective format. The perspective map lead to greater feature recall in the first study and to better memory for a related text when features were correctly located in the second study. Both studies suggest that map scanning patterns may differ depending on the learner′s point of view.  相似文献   

Assessing activity–based learning for a networked course     

Janet Macdonald  & Peter Twining 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):603-618

Networked environments offer new scope for presenting activity based courses, in which activities and reflection form the central backbone of course pedagogy. Such courses promise an enriching approach to study, but there are also challenges for the design of assessment. This paper describes a qualitative study of student and tutor perspectives on the assessment of an innovative undergraduate course at the UK Open University which has employed an activity–based approach. It discusses the relationship between assessment, student participation, and the development of skills, and then outlines the priorities for the design of assessment for such courses.  相似文献   

Professors' and students' conceptualizations of the learning task in introductory physics courses     

Janet Gail Donald 《科学教学研究杂志》1993,30(8):905-918

What are students expected to learn in physics courses? Eight expert physics teachers and researchers, two from the University of Western Ontario in Canada, Cambridge University in the United Kingdom, Stanford University in the United States of America, and Monash University in Australia, described their perceptions of learning in their courses. Students from the courses were then interviewed for their perceptions of learning in physics courses. In their courses, professors focused on the development of intellectual skills, assuming that students had a specific physics vocabulary. Students, however, were aware of their own limitations and suggested that professors should take nothing for granted. Students considered that to be a good teacher, a professor should know the perspective of the students and should start at the students' level. The results suggested that the intellectual challenge of learning physics merits early explanation.  相似文献