The effects of prior information upon perceptions of exceptional children     

Stephen P. Safran  Joan S. Safran  Michael D. Orlansky 《Contemporary educational psychology》1982,7(4):384-394

Students in a university special education course were shown three identical videotapes of children in a school setting. The subjects were randomly divided into three groups, each receiving different written background information (“positive,” “neutral,” or “negative”) prior to viewing the videotapes. It was found that the variations in written information had significant effects upon the subjects' perceptions of the children's behavior, and upon the degree to which the children were regarded as able to function successfully in a regular classroom. These findings suggest that attitudes toward exceptional children are influenced by the way in which prior information, such as that contained in a child's educational records, is presented. Teacher and peer acceptance of exceptional children can be increased if information is presented in a realistic and positive manner.  相似文献   

Letters to the Editors     

Peter Brinton  Joan R. Jones 《Literacy》1982,16(1):55-56

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For social justice and inclusion: engaging with the other     

Joan Forbes 《Journal of Research in Special Educational Needs》2006,6(2):99-107

This paper opens with a discussion of the relevance of service integration to the successful implementation of the Integrated Community Schools (ICS) policy in Scotland. It continues to offer an overview of the teacher/speech and language therapist (SLT) collaboration policy context and introduces some of the relevant wider children's services integration policy themes. The approach and aim of a discourse-based analysis are then discussed and the paper continues to suggest how such an approach may be used to uncover individuals' identifications and subject positions. The analytical framework of five dimensions of power is introduced, empirical data are analysed to demonstrate how collaboration operates in practice in one specific collaboration relationship, and the issues of power which were uncovered are examined. The analysis would suggest that while policy discourses construct collaboration in particular ways, practitioners differentially appropriate collaboration and other professional discourses as resources with which to construct acceptable identities.  相似文献   

THE EARLY DEVELOPMENT AND EDUCATION OF HIGHLY ABLE YOUNG CHILDREN     

Joan Freeman 《High Ability Studies》1991,1(2):165-171

Because the very early development of abilities is vitally affected by personal relationships, research emphasis has shifted away from the quasi‐experimental situation to the more natural home context. This has resulted in the rejection of some limiting ideas of very early potential, and particulary appropriate for the highly able, concern with young children's own awareness of what they do. The educational conclusions are that infants who develop and learn with speed and ease need a wide variety of activities, with parents who are aware and responsive, especially in play and verbal interaction. They also need both the appropriate material provision and facilities for practice to develop specific skills.  相似文献   

Conflict and Its Resolution in Preschoolers with and without Disabilities     

Joan Lieber 《Early education and development》1994,5(1):5-17

The sources of conflict, its resolution, and additional conflict components were described for 16 preschoolers with mild disabilities. Conflict episodes were contrasted to those of a comparison group of 15 preschoolers without disabilities. Children were videotaped for two 15-minute freeplay sessions, which were categorized and analyzed using a procedure developed by Laursen and Hartup (1989). Results indicated that children with and without disabilities engaged in conflict on a relatively infrequent basis, and that it was of short duration. In general, there were few differences between the sources of conflict and how they were resolved for children with and without disabilities. There was a tendency, however, for children with disabilities to have more disputes over objects, and for children without disabilities to have more disputes over pretend play. Children resolved their conflicts largely through insistence, and in the majority of conflicts there was a clear winner and loser. Implications for intervention and future research are discussed.  相似文献   

Formal structure and pattern length in serial pattern learning by rats     

Stephen B. Fountain  Joan C. Evensen  Stewart H. Hulse 《Learning & behavior》1983,11(2):186-192

When rats learn to anticipate a sequence of stimulus events, such as a serial pattern of different food quantities, they are sensitive to the rule-based formal structure relating the magnitude of successive stimuli. Earlier research has shown that if formal structure is simple (e.g., if a single “less than” rule relates the size of each successive quantity), patterns are learned faster than if formal structure is complex (e.g., if two or more rules such as “less than” and “greater than” relate successive pattern quantities). Two experiments tested the hypothesis that pattern length modulates the role of pattern complexity. We predicted that pattern length and pattern complexity interact in determining pattern difficulty. That is to say, long complex patterns should be learned more slowly than short complex patterns. However, long simple patterns should be learned faster than short simple patterns. In Experiment 1, rats ran a straight runway to receive repeated sequences of food quantities. The long-monotonic group received a formally simple 18-10-6-3-1-0 pattern, in which each number represents a quantity of food pellets. The long-nonmonotonic group received a formally complex 10-1-3-6-18-0 pattern. Similarly, the short-monotonic and short-nonmonotonic groups received 18-1-0 and 1-18-0 patterns. Pattern tracking—fast and slow running in anticipation of large and small quantities of food, respectively—was taken as an index of pattern learning. In Experiment 2, comparable patterns were used, but rats leverpressed in a discrete-trial procedure; response latencies measured pattern tracking. In both experiments, rats learned formally simple patterns faster than they did formally complex patterns. In Experiments 1 and 2, but less clearly in Experiment 2, the predicted interaction was obtained. The results support and generalize the idea that rats encode and use some representation of the formal rule structure of serial patterns as they learn them.  相似文献   

Promoting prosocial behaviors through literature     

Joan S. McMath 《Early Childhood Education Journal》1989,17(1):25-27

Cathleen looked forward to visiting her older sister's nursery school. During the Thursday morning visit, Cathleen enthusiastically investigated blocks, sand, paints and a basket of toy trucks. As the visit drew to a close Cathleen's mother said: We've had a nice visit and now let's put away these toys, Cathleen. I'll put a truck in the basket and then you put one in. A few minutes later when the cleaning up was completed, Cathleen's mother hugged her and said, You're the best two-and-a-half-year-old helper in the world.Joan S. McMath teaches in the School of Curriculum and Instruction at Ohio University in Athens, OH.  相似文献   

文化与幼儿教育的澳大利亚视角:多元文化趋势     

JoanWaters  乔梁 《学前教育研究》2004,(7):13-14

大多数的澳大利亚儿童在5岁左右进入小学之前，会在幼儿园或学前机构里待上1～2年。30多年前的澳大利亚幼儿园活动，迄今仍能代表澳大利亚学前教育的特点。例如第二次世界大战前，澳洲学前教育的情景是这样的：在家里一个由壁炉、水池、炖锅、刀叉等布置的角落里，儿童摆弄着洋娃娃的小床以及面色粉红的洋娃娃，唱着以袋鼠和树袋熊为主题的歌曲：讲给孩子们的故事大多关于眼前偏远地区的日常生活。二次大战后，政府同意了大约200万人移民澳大利亚，这些新移民大多来自北欧。当时政府对移民采用“同化”政策——将移民融入不列颠澳大利亚化中，于是幼儿园教师最重要的任务是教给儿童足够的英语，以利于这些移民孩子能参与集体活动并在学校生活中充满自信。  相似文献   

A validational study of the structured interview of symptoms associated with sexual abuse (SASA) using three samples of sexually abused, allegedly abused, and nonabused boys     

Robert Wells  John McCann  Joyce Adams  Joan Voris  Barbara Dahl 《Child abuse & neglect》1997,21(12):1159-1167

Objective: With the rapid rise of sexual abuse allegations, there is a growing need to develop instruments to help clinicians determine the likelihood that sexual abuse has occurred.Method: This study evaluated the discriminant validity of a structured parent interview regarding emotional, behavioral, and physical symptoms by comparing results among three subsamples of age matched boys: 22 sexually abused boys whose perpetrator confessed, 47 boys evaluated in a sexual abuse clinic but without a history of perpetrator confession and 52 nonabused boys selected after rigorous screening.Results: In comparison with the nonabused (NA) boys, the sexually abused boys were significantly more likely to demonstrate sudden emotional and behavioral changes, frequent stomachaches, more knowledge about sex and sexual activities than expected for age, unusual agressiveness toward playmate or toy's private parts, crying easily, difficulty getting to sleep, and a change to poor school performance. The internal reliability of the SASA was determined to be .83 and scoring of an abbreviated 12-item scale demonstrated a sensitivity of 90.9% and a specificity of 88.5%.Conclusions: The findings suggest that Structured Interview of Symptoms Associated with Sexual Abuse (SASA) is an effective tool which may help in the comprehensive assessment of boys who may have been sexually abused.  相似文献   

Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems     

Teresa Smith  Billy L. Smith  Joan B. Eichler  Amy Gilbert Pollard 《Psychology in the schools》2002,39(6):613-619

The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.  相似文献