Feminism,gender and universities: politics,passion and pedagogies     

Susan Carter 《高等教育研究与发展》2016,35(2):413-415

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Is there a role for educational psychologists in facilitating managed moves?     

Christopher Bagley  Susan Hallam 《Educational Psychology in Practice》2017,33(3):323-333

The current research aimed to explore the extent to which school professionals and local authority staff perceived that there was a role for educational psychologists in the processes involved in implementing, monitoring and offering support to young people for whom a managed move was being arranged. The study was conducted in one English local authority where 11 school staff and five local authority staff were interviewed using a thematic analysis methodology. The emerging themes were: lack of role clarity; variability between schools; reactiveness in relation to crisis; capacity; and possibilities for further involvement including transition, preventative work and accurate assessment of needs.  相似文献   

Reasoning in a reading context: Deductive inferences in basal reading series     

Franks  Bridget A.  Mulhern  Sharon L.  Schillinger  Susan M. 《Reading and writing》1997,9(4):285-312

This study examined three basal reading programs published by Heath (1989), Silver Burdett Ginn (1993) and Houghton Mifflin (1993), to determine how frequently logically necessary relationships are expressed in text used by basal readers, and whether direct instruction in making logically necessary inferences accompanies such expressions in basal reader series. The complete contents of the basal readers, from grades one through eight, and all teachers' instructions pertaining to content read by students, were examined for each series. Frequency counts made by independent raters indicated that readers of these three series have a steady and frequent rate of opportunities to make logically necessary inferences, and to observe such inferences being modeled by the text; no significant differences were found between any of the series in the number of such opportunities. We found that while children's reading materials clearly offer a natural context in which logical understanding may be constructed, instructions for teachers in the basal series we examined did not include directly teaching students to use this kind of reasoning in reading comprehension. Suggestions are offered for how such instruction might be integrated with current teaching strategies in inference-making.  相似文献   

Caring for our infants: parents’ antenatal childcare intentions and nine-month reality     

Polly E. Atatoa Carr  Elaine Reese  Dinusha K. Bandara  Cameron C. Grant  Susan M. B. Morton 《Early Years: An International Journal of Research and Development》2019,39(1):17-35

Infants are increasingly cared for by adults other than their parents. Here we describe non-parental infant care within a diverse cohort; and investigate the relationship between parents’ antenatal intentions and actual infant care. 6822 New Zealand women were recruited during pregnancy and asked about their intentions for childcare. Non-parental care was assessed when infants were nine months old: 1717 (25%) of the 6853 cohort children were receiving more than 8 h per week of regular non-parental care. In comparison with infants of European mothers, infants of Asian or Pacific mothers were more likely to be cared for by extended family; and infants of Māori mothers were more likely to receive centre-based care. Infants from families with lower household incomes, living in more deprived areas were more likely to be cared for by family. When their infants were nine months old, mothers from low- to medium-income households were less likely to be using the type of non-parental care they had intended antenatally, and the same was true when their children were aged 2 years.  相似文献   

Ethics in classroom assessment practices: Issues and attitudes     

Susan K. Green  Robert L. Johnson  Do-Hong Kim  Nakia S. Pope 《Teaching and Teacher Education》2007

Student evaluations should “be ethical, fair, useful, feasible, and accurate” [JCSEE (2003). The student evaluation standards. Arlen Gullickson, Chair. Thousand Oaks, CA: Corwin]. This study focuses on defining ethical behavior and examining educators’ ethical judgments in relation to assessment. It describes the results from a web-based survey of educators in which they read a brief scenario and indicated whether the student evaluation practice in the depiction was ethical or unethical. Results showed strong agreement among the educators on fewer than half of the scenarios presented in this study. These findings suggest that assessment is currently an educational realm without professional consensus.  相似文献   

Computational scientific inquiry with virtual worlds and agent-based models: new ways of doing science to learn science     

Michael J. Jacobson  Charlotte E. Taylor  Deborah Richards 《Interactive Learning Environments》2016,24(8):2080-2108

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Empowering Children with Technology: Outstanding Developmental Software for 2002     

Susan W. Haugland  Elma A. Ruíz 《Early Childhood Education Journal》2002,30(2):125-132

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Can parents and teachers provide a reliable and valid report of behavioral inhibition?   总被引：3，自引：0，他引：3  

Bishop G  Spence SH  McDonald C 《Child development》2003,74(6):1899-1917

Reliability and validity of parent and teacher report of behavioral inhibition (BI) was examined among children aged 3 to 5 years. Confirmatory factor analysis supported 6 correlated factors reflecting specific BI contexts, each loading on a single, higher order factor of BI. Internal consistency was acceptable, with moderate stability over 1 year and strong correlation with a brief inhibition subscale from a temperament questionnaire. Children who were rated by mothers and teachers as high BI took longer to initiate contact with a stranger, spoke less often and for shorter periods, and required more prompting to elicit speech compared with low-BI peers in a simulated stranger interaction task. Father report of BI was significantly associated with mean duration of speech and eye gaze.  相似文献   

Peer group interaction of physically abused children     

R S Jacobson  G Straker 《Child abuse & neglect》1982,6(3):321-327

The aim of this research study was to test the assumption that physically abused children differ significantly from their non-abused peers along dimensions which characterize abusing adults and other social deviants. Nineteen 5-10 year-old physically abused children and 38 non-abused peers were assessed by video-taped behavioral observations during free-flowing social interaction in a playroom. The dimensions tapped were: aggression, warmth, fear, pleasure, concentration, imagination and social participation. The dimension social participation was split into three variables: total social participation, negative participation and positive participation. The data from these nine dimensions was subject to a Pearson's correlation. Given the high correlation amongst these variables the data was subject to a principal components analysis with varimax rotation. From this analysis two components emerged which explained 76.9% of the total variance. These components were designated "social interaction" (component 1) and "hostility" (component 2) and were then subject to analyses of variance. A significant difference was found between the two groups on the "social interaction" component. The implications of these findings were explored and treatment possibilities examined.  相似文献   

I. Introduction     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):1-24

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