Primary Concern     

Stuart Macdonald 《The International Journal of Art & Design Education》1983,2(1):3-5

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Appendix: Summary of Versions of the Dimensional Change Card Sort Used     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):120-123

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Our response to Adam, Alangui and Barton's ``A Comment on Rowlands & Carson `Where would Formal, Academic Mathematics stand in a Curriculum informed by Ethnomathematics? A Critical Review''     

Stuart Rowlands  Robert Carson 《Educational Studies in Mathematics》2004,56(2-3):329-342

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Integrating ICT in the classroom: a case study of two contrasting lessons     

Terry Goodison 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):549-566

A detailed analysis of two contrasting primary school lessons, where ICT plays a dominant role, reveals how it is the teacher's implicit understanding of the principles of teaching and learning for understanding which determines whether the pedagogical potential of the technology is fully realised and the desired lesson outcomes achieved.  相似文献   

Influences on teacher education student attitudes toward youth who are HIV+     

Terry A. Stinnett  Michael K. Cruce  Kurt T. Choate 《Psychology in the schools》2004,41(2):211-219

The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV⁺ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004.  相似文献   

Understanding Mathematics Teaching: Where We Began and Where We are Going     

Terry Wood 《Journal of Mathematics Teacher Education》2005,8(3):193-195

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I. The Development of Executive Function     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):1-27

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II. Study 1: Memory and Executive Function     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):28-47

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Relations Between Dialect Variation, Grammar, and Early Spelling Skills     

Nicole Patton Terry 《Reading and writing》2006,19(9):907-931

Relationships among African American English (AAE), linguistic knowledge, and spelling skills were examined in a sample of 92 children in grades one through three whose speech varied in the frequency of morphosyntactic AAE features. Children were separated into groups of high (AAE speakers) and low (standard American English, SAE, speakers) use of AAE features in speech, and asked to produce, recognize, and spell four inflected grammatical morphemes because variable omission of these endings in speech is a morphosyntactic characteristic of AAE. The groups differed in their spelling and elicited spoken production of inflections, but not recognition of these forms. AAE speakers omitted the inflections more often at each grade. Density of morphosyntactic AAE features in speech was related directly to spelling inflections, but this effect was mediated by children’s understanding of standard grammatical forms.  相似文献   

References     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):124-136

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