Transition to Preschool Special Education: A Review of the Literature     

Delia G. Malone  Peggy Gallagher 《Early education and development》2013,24(4):584-602

Research Findings: Services to young children with disabilities and their families are provided through state and federal resources to those who meet eligibility requirements. This article reviews the literature that addresses the transition to preschool special education services occurring from the time a child reaches 2 years, 6 months, of age until the child's third birthday. Practice or Policy: We discuss the conceptual frameworks of transition, as well as the definition and requirements of transition, and factors affecting a smooth transition for young children and their families. We also present literature on transition practices such as technical assistance and collaboration, parent and family experiences, program quality, assistance for children and families, and policy considerations, as well as implications and recommendations for future research.  相似文献   

Perceptions of world view among Japanese and American university students: A cross‐cultural comparison     

Peggy A. Cooke  Donald Klopf  Satoshi Ishii 《Communication Research Reports》2013,30(2):81-88

The Gilgen & Cho (1979a) Questionnaire to Measure Eastern and Western Thought was administered to 240 Japanese and 163 American respondents. Results indicate that significant differences exist between the two cultures. The Japanese reflect an Eastern thought mode while the Americans favor a Western one. Also, results indicate gender differences between cultures and within the American culture. American females are more Eastern thought inclined than are the males.  相似文献   

Librarian Contributions to Clinical Practice Guidelines     

Peggy Cruse  Shandra Protzko 《Medical reference services quarterly》2013,32(3):327-334

Librarians have become more involved in developing high quality systematic reviews. Evidence-based practice guidelines are an extension of systematic reviews and offer another significant area for librarian involvement. This column highlights opportunities and challenges for the librarian working on guideline panels and provides practical considerations for meaningful contributions to the guideline creation process.  相似文献   

Comprehensive Cocurricular Support Promotes Persistence of Community College STEM Students     

Peggy Shadduck 《Community College Journal of Research & Practice》2013,37(11):719-732

ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

An Observational Study of Social Communication Skills in Eight Preschoolers with and Without Hearing Loss During Cooperative Play     

Jonna Bobzien  Corrin Richels  Sharon A. Raver  Peggy Hester  Elle Browning  Lisa Morin 《Early Childhood Education Journal》2013,41(5):339-346

Early peer relationships and interactions influence social acceptance and a child’s ability to form social relationships later in life (Ladd 2005). Although it has been reported that some children with profound hearing loss who have experienced the oral approach since diagnosis display language skills similar to children with typical hearing (DeLuzio and Girolametto 2011), many may still be excluded socially and have subtle communication differences that impact friendships. More information is needed about how differences and similarities are manifested in young children with hearing loss. This investigation observed the frequency of three social communicative behaviors displayed by eight preschoolers with and without hearing loss as they played in dyads during unstructured table activities. The results revealed that the children with hearing loss produced about a quarter as many initiated verbal comments; however, they engaged in more verbal and play turns than their playmates with typical hearing. Implications for teaching young children with hearing loss in inclusive preschool settings are discussed.  相似文献   

Articulation and student intentionality in professional development: A proactive model for teacher educators     

Peggy Apple 《Journal of Early Childhood Teacher Education》2013,34(4):257-267

Abstract

The Early Childhood Education and Care (ECEC) professional development movement, community college students’ emerging intentionality, and the role of two‐ and four‐year higher education faculty intersect in a proactive model proposed by the author that advocates ECEC community college programs separate from the vocational tradition and establishes ECEC transfer degrees to four‐year programs. Degree structures must be built with flexibility, and encompass checkpoints and highly articulated options as student intentionality unfolds. The proactive model is constructed from Morgan's (1994) 21 st century model of professionalism and her conception of students’ emerging intentionality, combined with Brint and Karabel's (1989) models that attempt to explain why community colleges moved from conferring primarily transfer degrees to conferring primarily vocational degrees.  相似文献   

I. INTRODUCTION     

Peggy J. Miller  Heidi Fung 《Monographs of the Society for Research in Child Development》2012,77(1):1-14

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II. STUDYING PERSONAL STORYTELLING IN TAIPEI AND LONGWOOD     

Heidi Fung  Peggy J. Miller  Shumin Lin  Eva Chian‐Hui Chen 《Monographs of the Society for Research in Child Development》2012,77(1):15-27

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Play – a multi-modal manifestation in kindergarten education in China     

Keang-Ieng Peggy Vong 《Early Years: An International Journal of Research and Development》2012,32(1):35-48

Play, as an educational concept, has entered many kindergartens in China; yet it has not become a core idea, or been prioritised in the teaching and learning process. An ongoing trans-provincial study started in 2008, using observation, interviews and document analyses. Based on findings from nine kindergartens in three provinces, this article illustrates how the concept of play is perceived and manifested in kindergartens located in three cities across China. It is suggested that there is a certain relationship between the rank and the status of play in a kindergarten, which may offer a systematic way to better understand how the concept of play is represented in Chinese kindergartens. Evidence also shows that the play concept has influenced Chinese educational ideas and pedagogy at certain levels but without changing the fundamental Chinese ideas of a play and learning relationship. Explanations for the phenomena observed, such as ranking versus forms of manifestation will be suggested.  相似文献   

A technology foundation course for women     

Peggy Newton  Miranda Williamson 《International Journal of Science Education》2013,35(3):367-374

The Technology Foundation Course for Women at Huddersfield Polytechnic is designed to help women compensate for their previous lack of experience in technology and to prepare them to enter diploma and degree courses in higher education. The course has several distinctive features in that it is for women only and is designed to meet the needs of mature students with family commitments. Students are allowed flexibility in their choice of subjects, enabling them to study mathematics, physics, computing or chemistry to approximately A‐level standard. Students from the first intake have evaluated the course positively and the majority are studying computing or engineering‐related subjects in higher education. The design of the course is discussed in the light of the requirements of women taking the course and the demand within industry and higher education for more qualified scientists and engineers.  相似文献