Mothers' Perspectives of the Peer-Related Social Development of Young Children with Developmental Delays and Communication Disorders     

Michael J. Guralnick  Robert T. Connor  Brian Neville  Mary A. Hammond 《Early education and development》2002,13(1):59-80

Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs.  相似文献   

School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach     

Ee-Seul Yoon  Cosmin Marmureanu  Robert S. Brown 《Peabody Journal of Education》2020,95(3):229-247

ABSTRACT

Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.  相似文献   

III. Replication with 5-Year-olds of Types and their Associations with Achievement and Behavior     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):35-46

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Using a Substitute Activity to Eliminate Eye Poking in a 3‐year‐old Visually Impaired Child in the Classroom     

Sharon Raver  Robert C. Dwyer 《International Journal of Disability, Development & Education》1986,33(1):65-72

This paper documents the effectiveness of a substitute activity in decreasing the frequency of eye poking in a 3‐year‐old nonretarded visually impaired child who was involved in a highly participatory, full‐day reading program with four sighted classmates. Following 49 days of training, eye poking had been eliminated, and the subject was able to read 25 word cards. Elements to consider when selecting a substitute activity to interrupt an established self‐stimulating behaviour such as eye poking are discussed.  相似文献   

Market segmentation for improved distance education program planning     

Michele D. Bunn  Robert E. Barnes 《Distance Education》1999,20(2):274-294

Distance education planners face two basic, yet difficult decisions: which students should be targeted and which programs should be offered? This paper reports the process and results of the planning committee of a consortium of engineering schools in the United States that was tasked with these very decisions. A market research study measured the program preferences of potential students. Three program characteristics (course type, delivery method, and time availability) were examined. The results show there is no ‘average’ student and no single program will satisfy all the needs of the student population. Rather, the committee must choose one or more segments based on the program preferences of the students and the resources required to provide the programs.  相似文献   

Orthographic analogies and early reading: Explorations of performance and variation in two transfer tasks     

Savage  Robert  Stuart  Morag 《Reading and writing》2001,14(7-8):571-598

Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 26 children were shown CVC clue and target word pairs sharing either rimes (`fork' – `pork'), heads (`fork' – `ford') or were controls (`fork' – `hurl'). A modest advantage for rime-clued over head-cluedtargets was unreliable over by-subject and by-item analyses. Improvements in target word reading were correlated with pretest scaffolding errors (e.g. `pork' misread as `park'). In Experiment 2, 50 children were pretaught three clue words for each target word before being shown words that shared either rimes (`leak' – `peak'), or medial vowel digraphs (`leak') – `bean'), or were controls (`leak' – `herd'). A modest advantage for rime-clued over vowel digraph-clued targets was again unreliable over by-subject and by-item analyses. Neither rime nor phoneme awareness measures were correlated with rime inference use. Vowel, but not rime inference, was correlated with scaffolding errors. Rime detection was the strongest predictor of reading ability, whereas phoneme segmentation was the strongest predictor of the use of scaffolding errors.  相似文献   

Matching Cloze as an Evaluation Procedure for Slow Learning Children     

Richard B. Baldauf Jr.  Robert Morley 《International Journal of Disability, Development & Education》1979,26(1):23-26

The matching cloze procedure, which does not require language production skills and which is simple enough for the classroom teacher to construct unaided, was originally developed to measure reading skills of elementary English‐second‐language pupils. The results of this pilot study with opportunity school children indicate the validity of the procedure as an evaluation technique for slow learning children.  相似文献   

An exploratory investigation of basic mathematical abilities of kindergarten children     

Joseph M. Scandura  Robert McGee 《Educational Studies in Mathematics》1972,4(3):331-345

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A narrative inquiry into the fostering of a teacher-principal’s best-loved self in an online teacher community in China     

Jing Li  Xiaohong Yang  Cheryl J. Craig 《师资教育杂志》2019,45(3):290-305

This study revolves around an organically lived online community of Chinese elementary teachers. The teachers shared their reflective journals and engaged in conversations with the facilitators and also with their peers. Following one participant’s postings over a span of thirteen months helped the research team to narratively explore how the teacher, through reflections and interactions with his other fellow community members, refined his personal practical knowledge and cultivated his best-loved self as a teacher-principal in a rural school in China that lacked learning resources. Highlighted in the discussions are how the participant integrated his personal being with his professional being and eventually became the teacher he wanted to be. This research study adds to the literature about teachers as agents of change. This knowledge contribution, among others related to technology, shows how professional development and the development of teacher identity can be promoted in online teacher knowledge communities. Implications for teacher education are also discussed.  相似文献   

Undecided/undeclared: Working with “deciding” students     

Robert M. McDaniels  Jennifer K. Carter  Cynthia J. Heinzen  Karin I. Candrl  Anna M. Wieberg 《Journal of Career Development》1994,21(2):135-139

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