Prekindergarten Mathematics: Connecting with National Standards   总被引：2，自引：0，他引：2  

Rosalind?CharlesworthEmail author 《Early Childhood Education Journal》2005,32(4):229-236

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Origins of Print Concepts at Home: Print Referencing During Joint Book-Reading Interactions in Taiwanese Mothers and Children     

Chien-ju Chang  Ya-hui Luo  Rosalind Wu 《Early education and development》2016,27(1):54-73

Research Findings: This study examines the amount of attention to print paid by Taiwanese mothers and children during joint book reading over time and the relationship between the use of print referencing by Taiwanese mothers and the print concepts skills of their children measured at age 3;0. A total of 42 Taiwanese mother–child pairs from middle-class families participated in this study. Mother–child interactions during joint book reading were video recorded and analyzed when the children were 1;2, 2;2, and 3;0. The mothers’ use of print referencing strategies correlated positively and significantly with children’s use of print referencing both synchronically and diachronically during joint book reading. Significant positive correlations were also found between children’s performance on a print concepts test at 3;0 and print referencing strategies used by their mothers when the children were 2;2 and 3;0. Practice or Policy: It is suggested that parents and preschool and kindergarten teachers increase their use of print referencing strategies when they read books to young children.  相似文献   

Effects of Cooperative Learning on Elementary School Children in Singapore     

Christine Lee  Maureen Ng  Rosalind Phang 《Asia Pacific Journal of Education》2002,22(1):3-15

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Pre‐school Home Visiting Projects: a case study of mothers’ expectations and experiences     

Rosalind Edwards 《Gender and education》1989,1(2):165-181

Since the 1970s there has been a steady growth in the use of preschool home visiting schemes by a diversity of statutory and voluntary agencies, working with families (commonly mothers and their children) who are either themselves labelled disadvantaged or live in areas which have been termed ones of multiple disadvantage. The schemes appear to have followed individual patterns. However, it will be argued that there are two themes common to them all: ‘education for prevention’ and ‘participation’. This paper seeks to critically examine these themes in the light of their concentration upon working‐class mothers, and to consider, through a case study of one such scheme, the perspectives of the mothers receiving the services.  相似文献   

When one plus one equals one: Hadley Irwin     

Rae Haws  Rosalind Engel 《Children‘s Literature in Education》1987,18(4):195-201

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Vital pathways for hospital librarians: present and future roles     

Ruth Holst  Carla J. Funk  Heidi Sue Adams  Margaret Bandy  Catherine Mary Boss  Beth Hill  Claire B. Joseph  Rosalind K. Lett 《Journal of the Medical Library Association》2009,97(4):285-292

Objectives:

The research objectives were to (1) describe the current and future roles of hospital librarians and the challenges they face and (2) find evidence supporting the hypothesis that librarians are essential to hospitals in achieving the organizations'' mission-critical goals.

Method:

The authors used results from a previous research study that identified the five organizational mission-critical goals important to hospital administrators and then searched the literature and solicited examples from hospital librarians to describe the librarian''s role in helping hospitals achieve these goals.

Results:

The literature supports the hypothesis that hospital librarians play important roles in the success of the hospital. Librarians support quality clinical care, efficient and effective hospital operations, continuing education for staff, research and innovation, and patient, family, and community health information needs.

Conclusion:

Hospital librarians fulfill many mission-critical roles in today''s hospital, providing the right information at the right time in a variety of ways to enhance hospital and medical staff effectiveness, optimize patient care, improve patient outcomes, and increase patient and family satisfaction with the hospital and its services. Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.

Highlights

• A review of the literature supports the hypothesis that services of the professional librarian result in:
  • enhanced staff effectiveness,
  • optimized patient care,
  • improved patient outcomes, and
  • increased patient and family satisfaction with the hospital and its services.

Implications

• Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.

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Child, Program, and Family Ecological Variables in Early Intervention     

Kofi Marfo  Thomas E. Dinero  Noel Browne  Don Gallant  Rosalind Smyth  Allan Corbett 《Early education and development》1992,3(1):27-44

This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed.  相似文献   

A Discussion on Community Colleges and Global Counterparts Completion Policies     

Rosalind Latiner Raby  Janice Nahra Friedel  Edward J. Valeau 《Community College Journal of Research & Practice》2016,40(11):961-964

This article is a comparative study of community colleges and global counterparts at 41 institutions in 25 countries. Policies from each country link completion of a college program to career entry and to advancement opportunities. National and institutional policies are being defined, benchmark data is being collected on goals in the process, and specific programs are being offered to increase the likelihood that students finish their educational programs. This article examined the emerging trajectories as defined by those who work in these institutions; and in so doing, it provided a discussion of completion in an international context.  相似文献   

Using Problem Solving to Assess Young Children’s Mathematics Knowledge     

Rosalind Charlesworth  Shirley A. Leali 《Early Childhood Education Journal》2012,39(6):373-382

Mathematics problem solving provides a means for obtaining a view of young children’s understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary grade children’s approaches to problem solving are provided in the article. Prekindergarten and kindergarten age children discover problems during play. For example, they figure out how to use informal measurement to use construction materials such as unit blocks and Lego to build a desired building or make a desired object. Moldable materials such as clay and play dough provided shape experiences. The daily sequence of activities builds on their concept of time. Primary grade children solve adult- and child-generated problems. They may use manipulatives and/or drawings to generate problem solutions prior to using symbols and notation. Teacher and/or student devised rubrics can be used to guide evaluation.  相似文献   

Using quantitative data in World Bank per-student funding reform projects: data,designs and dilemmas in transition countries     

Rosalind Levačić 《比较教育学》2014,50(3):340-356

Since the late 1980s, education systems have increasingly moved to allocating funding for general education by means of a per-student formula. The trend started with developed economies and moved to transition and developing economies, where the World Bank has promoted the adoption of per-student funding (PSF). But promoting a particular reform, such as PSF, by including it in a package of sector-specific development projects funded by World Bank grants or loans, and employing local and international specialist staff do not guarantee successful implementation. This paper examines experience with implementing PSF to school level in transition countries, comparing varying degrees of success to date (2013) in Bulgaria, Moldova and Kosovo. The paper considers the dilemmas inherent in designing PSF formulae for schools, how this played out in each of the countries and the reasons for varying success in implementation.  相似文献