The narrative framework ofThe Borrowers: Mary Norton and Emily Bronte     

Julia Davenport 《Children‘s Literature in Education》1983,14(2):75-79

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Exploring the social inclusion of deaf young people in mainstream schools,using their lived experience     

Suzanne Edmondson  Julia Howe 《Educational Psychology in Practice》2019,35(2):216-228

Research suggests that children with hearing loss face a number of difficulties in the education system, including socially. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to examine the experiences of social inclusion for five young people with moderate hearing loss. Data were gathered through semi-structured interviews in the young person’s school setting and were analysed using Interpretative Phenomenological Analysis (IPA). Although each participant had distinctive experiences, there were a number of common themes that emerged indicating the factors that support social inclusion and those which create barriers for deaf children in schools. Implications for educational psychologists are considered and the limitations of the research are outlined.  相似文献   

‘I’m more confident now,I was really quiet’: exploring the potential benefits of child-led research     

Anne Graham  Julia Truscott 《International journal of qualitative studies in education》2017,30(2):190-205

This article explores whether child-led research (CLR) benefits the well-being of the children and young people involved. The article draws upon evaluation data from a pilot CLR programme facilitated by a non-government organisation that supports disadvantaged children, young people and families. Nine participants (aged 10–14 years old) volunteered for the CLR programme, conducted over 18 weeks, which involved learning about and undertaking their own research on a topic of their choosing. The programme was externally evaluated both in terms of process and outcomes so as to gain insights into what is involved in CLR and any potential benefits it might offer for participants. The discussion explores a range of positive benefits for children whilst also signalling the challenges involved in planning, implementing and evaluating such initiatives, not least of which is the difficulty in scaling up this kind of research, given its resource-intensive nature.  相似文献   

Biting Behaviors Among Preschoolers: A Review of the Literature and Survey of Practitioners     

Julia T. Reguero de Atiles  Dolores A. Stegelin  Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105

Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities?  相似文献   

The risk of delayed school entry in relation to migration background in different institutional settings     

Julia Tuppat  Birgit Becker  Matthias Lange 《Zeitschrift für Erziehungswissenschaft》2016,19(4):745-764

In Germany, children of immigrants are faced with delayed school entry about twice as often as children of native-born parents because they are more often diagnosed not being ready for school. We investigate these early educational inequalities, focusing on the interplay of individual competencies and the institutional context in terms of the school enrollment procedure. We compare the conventional procedure, where school enrollment is supposed to be bound on school readiness, with reformed procedures where school enrollment is not supposed to be bound on school readiness. Data of school entry examinations from Hesse, Germany from 2008–2012 are analyzed (N = 50,717). The results show that children of immigrants from all origin groups have a substantially higher risk of obtaining a recommendation for delayed school entry than children of native-born parents. However, these ethnic differences are strongly reduced in the reformed procedures as compared to the conventional school enrollment procedure, indicating that these procedures could be an effective measure to reduce ethnic educational inequalities at school start.  相似文献   

Relative effectiveness of reading practice or word-level instruction in supplemental tutoring: how text matters     

Vadasy PF  Sanders EA  Peyton JA 《Journal of learning disabilities》2005,38(4):364-380

In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics.  相似文献   

Children's Beliefs about Long-Term Retention     

Julia T. O'Sullivan  Mark L. Howe  Tammy A. Marche 《Child development》1996,67(6):2989-3009

In 2 experiments, we examined pre-school, grade 1, and grade 3 children's metamemory about long-term retention. Specifically, we examined beliefs about the type of information most likely to be forgotten and beliefs about the impact of suggestions and retroactive interference on memory. Children made and explained paired-comparison judgments concerning the differential forgetting of peripheral versus central information, whether misinformation effects would arise from suggestions by others, and whether retroactive interference would arise from experiencing two similar events. The major findings were that ( a ) most children believed that events central to a story would be retained better than peripheral details; ( b ) in preschool and first grade, children believed that memory was invulnerable to suggestion (from a parent or a sibling), but in third grade, children believed suggestion could adversely affect memory; ( c ) most preschoolers believed that retroactive interference effects would not occur, whereas most first and third graders acknowledged that they would; ( d ) older children believed that both suggestibility and interference were less likely given a retention interval of several months compared to 1 day; and ( e ) in explaining their beliefs, children assigned sensory-behavioral factors a major causal role in determining what would be remembered over the long term. These results are discussed in terms of the development of beliefs about memory and the mind in general.  相似文献   

Progress report on the development of child abuse prevention, identification, and treatment systems in Eastern Europe     

Lewis O  Sargent J  Chaffin M  Friedrich WN  Cunningham N  Cantor P  Sumner Coffey P  Villani S  Beard PR  Clifft MA  Greenspun D;Network Child Abuse Prevention  Treatment Program  Open Society Institute  Soros Foundations Network  Children's Mental Health Alliance 《Child abuse & neglect》2004,28(1):93-111

PROBLEM: After the Soviet Union dissolved in 1989, it became apparent that there was little recognition of the problems of child abuse and neglect, professionally, legally, or societally. There were no effective systems or laws in place to deal with these problems. METHOD: Beginning in 1995 the Children's Mental Health Alliance, in conjunction with the Open Society Institute began conducting trainings in Eastern Europe [Journal of the American Academy of Child Adolescent Psychiatry 39 (2000) 660]. Originally 18 countries from the Baltics to the Balkans participated. A program was elaborated which would proceed in several stages: (1) training mental health professionals to deal with child abuse and neglect (CAN); (2) teaching multidisciplinary team work and fostering the development of multidisciplinary NGOs focused on CAN; (3) promoting the self-sufficiency of these NGO's which would then facilitate social and legal reform and increase public awareness of the problem. Specific methods included multi-national trainings, assignment of mentors to the developing teams who maintained weekly contact with the teams and made yearly site visits to their countries, and overseeing project grants from OSI. RESULTS: NGO's had been established and registered in 11 countries, many establishing a network of programs within their countries. By 2000, over 3800 mental health professional had been trained, either directly by the program or by the trainees of the program. By the end of 2000, over 17,000 other professionals (lawyers, police, judges, educators, other physicians, etc.) had been trained by the network. CONCLUSION: While more work needs to be in this region, the teams in 11 countries have made solid starts.  相似文献   

Are Insecure-Avoidant Infants with Extensive Day-Care Experience Less Stressed by and More Independent in the Strange Situation?   总被引：1，自引：0，他引：1  

Jay Belsky  Julia M. Braungart 《Child development》1991,62(3):567-571

In order to test the hypothesis that elevated ratings of avoidance and classifications of insecure-avoidant attachments of infants with extensive infant day-care histories may be the result of the fact that children with routine experiences of separation are less stressed by, and more independent in, the Strange Situation than more traditionally reared infants, 2 groups of 12-month-old infants with insecure-avoidant attachments were compared on 2 behavioral indices in each reunion-with-mother episode of the Strange Situation. 9 infants experienced less than 20 hours per week of nonparental care in their first year, and 11 infants experienced 20 or more hours of care. Contrary to propositions advanced by Clarke-Stewart, Thompson, and others, insecure-avoidant infants with extensive nonparental care experience whimpered, fussed, and cried more and engaged in object play less in each reunion episode than their insecure-avoidant counterparts with less nonparental care experience. These results are discussed in terms of the recent controversy surrounding infant day-care in the United States.  相似文献   

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores          下载免费PDF全文

Margaret D. Condrasky  Alexa Weeks McCay  Duncan Darby  Julia L. Sharp  Sarah F. Griffin 《Journal of Food Science Education》2018,17(2):66-71

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.  相似文献