Fragile but real: children's capacity to use newly acquired words to convey preverbal memories     

Morris G  Baker-Ward L 《Child development》2007,78(2):448-458

There is ongoing debate about children's ability to use subsequently acquired language to describe preverbal experiences. This issue was addressed experimentally in this investigation using a novel paradigm. Two-year-old children who lacked color words were individually taught to activate a bubble machine by selecting a particular color of bubble solution. The children then participated in weekly, experimenter-provided activities that fostered their acquisition of the color labels. After 2 months, their ability to apply the newly acquired words in reporting the original event was assessed. A significant proportion of the children demonstrated verbal recall when prompted in the presence of physical reminders of the event. These findings indicate that some early, preverbal memories are translated into words at a later time.  相似文献   

American patents     

Alden Potter 《Journal of The Franklin Institute》1828,6(6):393-401

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School Governing Bodies: the lay‐professional relationship     

Lynne Field 《School Leadership & Management》2013,33(2):165-174

This article is an abridged and edited version of the chapter entitled ‘Discussion ‐‐ the Lay‐Professional Relationship’ from a thesis submitted by Lynne Field for the degree of Master of Philosophy in 1991. The research, based at Bristol Polytechnic, centred on the study of the governing body of a secondary school from October 1988 to February 1990 and sought to establish how far the aims of the Education (No. 2) Act 1986 and the Education Act 1988 were being achieved in terms of governing body activity. One of the most significant aspects of the research to emerge was the relationship between lay and professional interests.  相似文献   

The Art of Visualisation: Understanding metaphors     

Lynne M. Baker 《International Journal of Disability, Development & Education》2007,54(2):257-262

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Academic Self‐Perceptions,Effort, and Strategy Use in Students with Learning Disabilities: Changes Over Time     

Lynn Meltzer  Tamar Katzir  Lynne Miller  Ranjini Reddy  Bethany Roditi 《Learning disabilities research & practice》2004,19(2):99-108

This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.  相似文献   

Exploring ethical issues associated with using online surveys in educational research     

Lynne D. Roberts  Peter J. Allen 《Educational Research and Evaluation》2015,21(2):95-108

Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings.  相似文献   

Revising the museum     

Lynne Munson 《Academic Questions》1999,13(1):52-59

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Educating Undergraduate Education Majors in the Use of Portfolio Assessment for Preschoolers     

Lynne Mills Ph.D. 《Journal of Early Childhood Teacher Education》2013,34(2):32-38

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A Study of Bullying in Further Education     

Lynne McDougall 《Pastoral Care in Education》1999,17(2):31-37

Until recently, bullying has tended to be associated with primary and secondary school, but, increasingly, it is being recognized as a phenomenon that exists at all stages and in all aspects of life. This paper is concerned with a level and type of institution with which the idea of bullying might not have been associated. It describes how a recent study into bullying within the 16- to 18-year-old population in a college of further education instigated change within its infrastructure. By promoting an awareness of bullying, it resulted in the implementation of an active Harassment/Anti-bullying Policy.  相似文献   

Single Mothers’ Experiences of Support at Their Young Children’s School: An Interpretative Phenomenological Approach     

Erin M. West  Lynne Guillot Miller  Randall M. Moate 《Early Childhood Education Journal》2017,45(3):379-391

This phenomenological study explored six single mothers’ experiences of support at their young children’s school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers’ formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children’s school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children’s school were also explored including the mothers’ desire for stronger relationships with other parents and families at the school.  相似文献