Young Children's Projective Abilities: what can a monster see?     

Allayne Bridges  Judith Rowles 《教育心理学》1985,5(3-4):251-266

Abstract A series of four tasks was presented to 3‐7 year‐old children in order to investigate their understanding of the way in which an obstruction restricts a person's view of an array. The results indicated that children's ability to predict another person's line of sight and field of view develops significantly during this period. The responses of most 4‐7 year‐olds in a nonverbal hiding game were consistent with their verbal judgments about what another person could see, but 3‐year‐olds’ responses in the hiding game were much more sophisticated than could be expected from their performance on the verbal tasks. The possibility is raised that satisfactory performance in hiding games may not always depend on a child's first working out what a seeker can see.  相似文献   

Indiana women of achievement: using self-directedness,self-efficacy and self-determination to explore opportunities for leadership     

Michelle Glowacki-Dudka  Jennifer Murray  Judith I. Gray  Susan Johnson 《International Journal of Lifelong Education》2016,35(6):682-697

This article shares examples of how leadership opportunities, self-directedness, self-efficacy and self-determination developed in professional women who have been recognised as leaders. This study presents six women honoured as ‘Women of Achievement’. Through narrative interviews, each woman described aspects of her life that guided decision-making and her approach to various life situations. Using the narrative examples provided, one may be able to see themes or strategies for working with other learners to enhance their own leadership. Findings included: growth and development as leaders within their own environments and through interactions with people who mentored or influenced them; openness to opportunities presented to them; the effect that time, place and culture contributed to the goals and tasks that these women undertook. While they were bound by social constraints concerning gender, race and class, each found a way to adapt within those environments and make changes for the better through their contributions. Consistently, these women realised their actions made a difference. Implications for further research include: enhancing self-directedness, self-efficacy and self-determination in women; expanding the definition of leadership; and understanding the motivation for engaging in leadership opportunities. Through this and other research, we seek to expand women’s roles and participation as leaders.  相似文献   

Phonological awareness,speech development,and letter knowledge in preschool children     

Virginia A. Mann  Judith G. Foy 《Annals of dyslexia》2003,53(1):149-173

Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography, and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development, phoneme awareness more clearly associates with the products of literacy experience.  相似文献   

Here today ... Here to stay?     

Judith E. Stround  James C. Stroud 《Early Childhood Education Journal》1988,15(3):36-37

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THE ROLE OF SCHOOL LEVEL PROTECTIVE FACTORS IN OVERCOMING CUMULATIVE RISK FOR BEHAVIOR DIFFICULTIES IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES     

Jeremy Oldfield  Judith Hebron  Neil Humphrey 《Psychology in the schools》2016,53(8):831-847

The study investigated whether school‐level protective factors could moderate the effects cumulative risk has upon behavior difficulties in children with special educational needs and disabilities (SEND). The sample comprised 4,288 children identified with SEND: 2,660 pupils within 248 primary schools, and 1,628 pupils within 57 secondary schools. Risk factors associated with increases in behavior difficulties over an 18‐month period were summed to a cumulative risk score. Various school‐level factors were added to multilevel models, with interaction terms computed between cumulative risk and these variables to assess their potential protective effects. The primary school model revealed a significant interaction between cumulative risk and school academic achievement in predicting behavior difficulties. Higher levels of achievement in primary schools help reduce behavior difficulties for children most at risk. The secondary school model evidenced a significant interaction between cumulative risk and school percentage of students eligible for free school meals (FSM). Lower proportions within a school of children eligible for FSM were associated with reductions in behavior difficulties for children at high levels of risk. Interventions aimed at improving school‐level academic achievement and targeting high‐risk students attending schools with large proportions of children eligible for FSM would be beneficial.  相似文献   

Searching the Polish Medical Bibliography (Polska Bibliografia Lekarska) for trials     

Almerie MQ  Matar HE  Jones V  Kumar A  Wright J  Wlostowska E  Adams CE 《Health information and libraries journal》2007,24(4):283-286

Background: The Polish Medical Bibliography (Polska Bibliografia Lekarska) contains 350 000 records dating from 1979. These records from the fields of medicine, nursing, dentistry, health care systems and preclinical sciences are from nearly 300 biomedical journals published in Poland. Methods: We systematically searched the Polish Medical Bibliography Part II (1996–2006) CD‐ROM (July 2006) using both English and Polish phrases for randomized trials, manually checked results and, for the trials identified in this way, sought these on medline and embase . Results: Systematic searching identified records of 680 randomized trials from all areas of health care. Nearly 40% of these were not found on either medline or embase . Conclusions: The Polish Medical Bibliography should be of interest to health care information specialists concerned with comprehensive searches for trials.  相似文献   

Defense department payments for ‘company-financed’ R&D     

Judith Reppy 《Research Policy》1977,6(4):396-410

The US Department of Defense funds a significant fraction of the in-house R&D of its defense contractors through its Independent Research and Development (IR&D) program. These IR&D funds, however, are reported as company-financed R&D in statistics compiled by the National Science Foundation. The program is most important in the aircraft industry, where we estimate that IR&D payments were 20% of the R&D reported as company-financed in 1973. Because special regulations govern the IR&D program, it would be more appropriate for most purposes to treat IR&D as part of federally-financed, not company-financed, R&D.  相似文献   

Development of the instrument of question-answer process (IQAP) and its application in examining salient characteristics between pre- and in-service teachers in senior high school chemistry class     

Lichun Gai  Changlong Zheng  Norman G. Lederman  Judith S. Lederman  Huihong Jiao 《International Journal of Science Education》2019,41(9):1228-1245

The purpose of this study is to examine the salient characteristics of the ‘Question-Answer Process’ (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the ‘Instrument of Question-Answer Process’ (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teachers. Data collection consists of classroom observation and structured-interview. Participants are seven pre-service and seven in-service chemistry teachers. The results are: (a) Both pre-and in-service teachers ask most of the questions and students ask few questions; (b) Pre-service teachers ask more lower cognitive level questions, while in-service teachers ask more higher cognitive level questions; (c) Pre-service teachers tend to ask non-volunteer students while in-service teachers tend to ask volunteer students to respond; (d) Pre-service teachers tend to be ‘no feedback or ignore’ after students provide answers and both pre- and in-service teachers seldom guide students to reflect on answers; and (e) The frequency of authority of ‘student’ in pre-service teachers’ class is much higher than those in in-service teachers’ class, while the frequency of authority of ‘teacher and student’ is much lower than those of in-service teachers’ class.  相似文献   

Engaging Pre-Service Teachers in Multinational, Multi-Campus Scientific and Mathematical Inquiry     

Jennifer Anne Wilhelm  Walter S. Smith  Kendra L. Walters  Sonya E. Sherrod  Judith Mulholland 《International Journal of Science and Mathematics Education》2008,6(1):131-162

Pre-service teachers from Texas and Indiana in the United States and from Queensland, Australia, observed the Moon for a semester and compared and contrasted their findings in asynchronous Internet discussion groups. The 188 pre-service teachers were required to conduct inquiry investigations for their methods coursework which included an initial Moon observation assignment, an Internet Moon discussion, and a final project. The Moon context was chosen for its motivating capability, its inherent interdisciplinary makeup, its inclusion in the National Science Education Standards, and its ability to be viewed worldwide. This study was of a mixed method research design and involved pre-service teachers’ journals, summative reflections, Internet discussions, final projects, and the Lunar Phases Concept Inventory (LPCI). Analysis of the qualitative data was conducted through the exploration of patterns and themes that illustrated pre-service teachers’ conceptual development, and the LPCI was administered as a pre/post assessment. We found that our project led to increased knowledge concerning the mathematics and science involved with understanding the Moon and its phases. We also found that it was beneficial to have Internet discussions with pre-service teachers from around the world, but it was not without its problems (e.g., coordinating schedules and lack of participation by some participants). We discovered that pre-service teachers’ exposure to the new uses of technology for teaching and learning did not necessarily translate to their planning to adopt similar techniques in their own classrooms.  相似文献   

Supporting Young Children’s Efforts toward Peacemaking: Recommendations for Early Childhood Educators     

Kathleen Walker  Karen S. Myers-Bowman  Judith A. Myers-Walls 《Early Childhood Education Journal》2008,35(4):377-382

Early childhood educators are in a unique position to provide peace education to young children and have been called to do so by their professional organizations. This article is intended to support early childhood educators in these endeavors by providing an overview of young children’s conceptions of peace, war, and peacemaking strategies. In addition, a theoretical framework for assessing young children’s conceptions of peacemaking is presented and recommendations for encouraging young children in their peacemaking efforts are suggested.  相似文献