The Early Development of Children's Communication about Nested Spatial Relations   总被引：1，自引：0，他引：1  

Jodie M. Plumert  Kimberly Ewert  Sara J. Spear 《Child development》1995,66(4):959-969

This investigation examined how the nature of the spatial relation influences young children's ability to remember and communicate about nested landmarks. Of particular interest was whether young children are more likely to use a supporting than a proximal landmark to disambiguate identical landmarks (e.g., "it's in the basket on the table" vs. "it's in the basket next to the table"). 3- and 4-year-olds hid objects in a dollhouse and described their locations. Children had to disambiguate the target primary landmark by relating it to a supporting or proximal secondary landmark. Both age groups almost always provided the primary landmark, but 4-year-olds were more likely to provide the secondary landmark than were 3-year-olds. Moreover, children were more successful at providing supporting than proximal secondary landmarks. These results suggest that both referential communication skills and biases in coding location influence children's communication about nested landmarks.  相似文献   

‘More than boy,girl, male,female’: exploring young people’s views on gender diversity within and beyond school contexts     

Sara Bragg  Jessica Ringrose  Carolyn Jackson 《Sex education》2018,18(4):420-434

Abstract

This paper explores the views of young people aged 12–14 on gender diversity, drawing upon school-based qualitative data from a study conducted in England in 2015–2016. Although earlier feminist and queer research in schools often found evidence of variable local gender cultures and gender non-conformity, we argue that the contemporary context, with its increasing global awareness of gender diversity, offers young people significant new ways of learning about and doing gender. Findings reveal that many young people have expanded vocabularies of gender identity/expression; critical reflexivity about their own positions; and principled commitments to gender equality, gender diversity and the rights of gender and sexual minorities. We also show how young people are negotiating wider cultures of gendered and sexual violence. Schools are providing some spaces and learning opportunities to support gender and sexual diversity. However, overall, it appears that young people’s immediate social cultural worlds are constructed in such a way that gender binary choices are frequently inevitable, from school uniforms and toilets to sports cultures and friendships. Our conclusion touches on the implications of these findings for how educational practitioners, external agencies and young people can address gender rights, equality and justice in schools and beyond.  相似文献   

Exploring online social networks of school leaders in times of COVID-19     

Martin Rehm  Sara Moukarzel  Alan J. Daly  Miguel del Fresno 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1414-1433

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College Students' Reported Financial Stress and Its Relationship to Psychological Distress     

Michael C. Cadaret  Sara Rieder Bennett 《Journal of College Counseling》2019,22(3):225-239

This study examined how financial stress was related to psychological distress as measured by the Counseling Center Assessment of Psychological Symptoms–62 (Locke et al., 2011). Data were collected from students seeking psychological services at a large midwestern university. Results indicated that higher levels of financial stress are associated with greater family distress, academic distress, overall distress, and lower grade point average. Group differences are presented and discussed. Suggestions for addressing financial stress in counseling are provided.  相似文献   

The timing of middle-childhood peer rejection and friendship: linking early behavior to early-adolescent adjustment   总被引：3，自引：2，他引：1  

Pedersen S  Vitaro F  Barker ED  Borge AI 《Child development》2007,78(4):1037-1051

This study used a sample of 551 children surveyed yearly from ages 6 to 13 to examine the longitudinal associations among early behavior, middle-childhood peer rejection and friendedness, and early-adolescent depressive symptoms, loneliness, and delinquency. The study tested a sequential mediation hypothesis in which (a) behavior problems in the early school years are associated with middle-childhood peer rejection and (b) rejection, in turn, leads to lower friendedness and subsequently higher adolescent internalizing--but not externalizing--problems. Results supported this sequential mediation model for internalizing outcomes and revealed an additional path from early disruptiveness to loneliness via peer rejection alone. No evidence of sequential mediation was observed for delinquency.  相似文献   

The preservation of two infant temperaments into adolescence   总被引：3，自引：0，他引：3  

Kagan J  Snidman N  Kahn V  Towsley S 《Monographs of the Society for Research in Child Development》2007,72(2):1-75, vii; discussion 76-91

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The Use of Triadic Dialogue in the Science Classroom: a Teacher Negotiating Conceptual Learning with Teaching to the Test     

Salloum  Sara  BouJaoude  Saouma 《Research in Science Education》2019,49(3):829-857

Research in Science Education - The purpose of this research is to better understand the uses and potential of triadic dialogue (initiation-response-feedback) as a dominant discourse pattern in...  相似文献   

科学教育与ICT角色文献综述:使命、问题与未来的方向     

Sara Hennessy  贾义敏 《远程教育杂志》2011,29(5):103-110

通过追溯英国科学教育的发展,对英国中学科学教育所发生的变革进行描述和境脉介绍,提出了英国科学教育的目标及目前教学存在的问题,重点讨论了ICT应用对科学教学的价值、影响和目前的局限。  相似文献   

Exploring Research Data Management     

Sara F. Hess 《Public Services Quarterly》2019,15(2):126-127

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Using Augmented Reality and Virtual Environments in Historic Places to Scaffold Historical Empathy     

Sara K. Sweeney  Phyllis Newbill  Todd Ogle  Krista Terry 《TechTrends》2018,62(1):114-118

The authors explore how 3D visualizations of historical sites can be used as pedagogical tools to support historical empathy. They provide three visualizations created by a team at Virginia Tech as examples. They discuss virtual environments and how the digital restoration process is applied. They also define historical empathy, explain why it is important, and discuss how it is taught.  相似文献