Grammar and phonology predict spelling in middle childhood     

Valerie Muter  Margaret Snowling 《Reading and writing》1997,9(5-6):407-425

We report the findings of a follow-up study of 34 9-year-old children who had participated in a longitudinal study of phonological and literacy development between the ages of 4 and 6 years. In a series of concurrent and longitudinal analyses, measures of phoneme awareness proved to be better predictors of spelling than measures of rime awareness. Children's awareness of grammatical relations influenced their orthographic skills in spelling. Although we were able to demonstrate that later orthographic knowledge is influenced by earlier phonological processes, our results are also consistent with the view that awareness of grammatical rules has an important role in determining orthographic proficiency as children get older.  相似文献   

Adolescents' working models and styles for relationships with parents, friends, and romantic partners     

Furman W  Simon VA  Shaffer L  Bouchey HA 《Child development》2002,73(1):241-255

This study examined the links among adolescents' representations of their relationships with parents, friends, and romantic partners. Sixty-eight adolescents were interviewed three times to assess their working models for each of these types of relationships. Working models of friendships were related to working models of relationships with parents and romantic partners. Working models of relationships with parents and romantic partners were inconsistently related. A similar pattern of results was obtained for self-report measures of relational styles for the three types of relationships. Perceived experiences were also related. Specifically, support in relationships with parents tended to be related to support in romantic relationships and friendships, but the latter two were unrelated. On the other hand, self and other controlling behaviors in friendships were related to corresponding behaviors in romantic relationships. Negative interactions in the three types of relationships also tended to be related. Taken together, the findings indicate that the representations of the three types of relationships are distinct, yet related. Discussion focuses on the nature of the links among the three.  相似文献   

Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders     

Valerie A. Allison  Laurie A. Ramirez 《Studying Teacher Education》2016,12(1):3-19

Two pre-tenured faculty members at dissimilar institutions found themselves in similar positions – both were assigned to administrative positions that they did not seek. This self-study is an investigation of their processes of becoming leaders and how they aligned and/or conflicted with their espoused beliefs. A review of the literature that guided them is also included. Throughout the process, the two served as co-mentors for each other as they navigated the unfamiliar territory of educational leadership at the university level. Together, they strove to remain committed to shared ideals of democratic practice, transparency, and collaboration. As evidenced in the data, tensions existed as they learned and performed their new roles. Administrative duties and their enactment at times conflicted with their ideals of effective leadership. Electronic journals kept throughout the process were the main data source, which they then revisited to chart their own and each other’s learning and growth while leading. Looking back at their progression, they were able to identify four iterative phases in their development: forming, storming, norming, and performing. Discussions of each phase, with examples, are focal points of the study. The co-mentoring model is one that, while not typically or formally used, was shown to be effective for these two new leaders. Leading each other’s learning helped them align ideals of leading (in teaching and scholarship) with traditional ideas of administration (management tasks and leadership enactments). This study provides clear recommendations for new leaders and those who support them in becoming leaders.  相似文献   

Class size in the first years at school: a New Zealand perspective on the international literature     

Valerie N. Podmore 《International Journal of Educational Research》1998,29(8):711-721

During the 1980s, topics evident in the class size research included class size and children’s achievement, children’s behavior and affect, outcomes for different groups of children, teacher satisfaction and stress, the organization of instruction, and cost effectiveness. A New Zealand review tracing through the approaches to class size research indicated that the research methods used to investigate class size had become increasingly complex. In the 1990s, these topics continue to be addressed, with an increasing emphasis on the features and impact over time of smaller classes, and on the economics of schooling. In New Zealand in the late 1980s, a 1 : 20 teacher to pupil ratio policy was introduced for junior classes. The current staffing ratio in junior classes is 1 : 23. This summary review of the literature on class size highlights some issues and complexities arising from the international research and research within the New Zealand context.  相似文献   

On the Receiving End: New Labour and the LEAs     

Valerie Hannon 《Cambridge Journal of Education》1999,29(2):207-217

This paper (written by a Chief Education Officer wholly in a personal capacity) argues that appraising New Labour's energetic programme of educational policies from an LEA perspective should utilise the values of pluralism, achievement and equality of opportunity. The Government's actions directly related to LEAs themselves meant that LEAs now operate under close direction, under licence and subject to rigorous and high stakes scrutiny. There is a consequential loss of pluralism. The attempts of the Government significantly to raise ‘standards of achievement’ are assessed, as are its claims to have re‐addressed issues of equality of opportunity  相似文献   

When Does 'Good News' Become 'Bad News'? Relationships between Government and the Integrated Schools in Northern Ireland     

Valerie Morgan  & Grace Fraser 《British Journal of Educational Studies》1999,47(4):364-379

The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms. However, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice.  相似文献   

Untangling the Web: Comparing the Impact of the Internet onthe National Archives, the National Library and the Museum of New Zealand Te Papa Tongarewa     

Valerie Morse 《Archives and Museum Informatics》1999,13(1):1-21

This research sought answers to twoimportant questions regarding the impact of theInternet on three New Zealand cultural institutions:the National Archives, the National Library and theMuseum of New Zealand Te Papa Tongarewa. First, whatimpact has the Internet had on policy development ineach institution? Second, what are the attitudes ofthe professional staff toward the integration of theInternet into the workplace? The findings are comparedto determine the extent to which the experiences ofintegrating the Internet into each institution's corebusiness are similar and different. The resultsrevealed several important findings: 1. policyregarding the Internet has been most extensivelydeveloped at the National Library; 2. the Internet isnot currently as central to the delivery of coreservices at the National Archives or the Museum of NewZealand Te Papa Tongarewa as it is at the NationalLibrary; 3. the majority of the professional staff atall three institutions responded that they were either`very positive' or `somewhat positive' about theintegration of the Internet into their environment,although most felt that their core professional dutieswere not being fundamentally altered. The conclusionsand some recommendations for each institution toconsider in addressing Internet technology developmentare provided.  相似文献   

Evidence into Practice: an information service for primary care professionals     

Valerie Monaghan  KatE. Misso 《Health information and libraries journal》1999,16(2):82-88

This paper describes the development of the Primary Care Information Service (PCIS) in South Humber Health Authority—a practical example of an information service which aims to make it easier for primary care practitioners to have access to information services and resources, both by electronic and more traditional means. Also, issues to consider when establishing a service for primary care professionals, including barriers to be overcome, are outlined, and an examination is made of how the service has been developed around principles of evidence-based medicine. Finally, the achievements to-date are considered.  相似文献   

Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course     

Valerie Dean O’Loughlin  Lauren Miller Griffith 《Anatomical sciences education》2020,13(6):680-693

Incorporating metacognitive strategies in the classroom helps students monitor and adjust their learning strategies throughout the semester, and helps students progress from novice to expert learners in a subject. Journaling (i.e., reflective writing) is one metacognitive task that allows students to contemplate and articulate their skill development as they learn a new subject. The research reported here examines the use of ‘blogs’ (i.e., online journals) in an upper level undergraduate human anatomy course. The blogs both facilitated development of students' metacognitive skills and provided researchers insight into student metacognitive process. Data were examined from 92 students from three successive semesters (spring 2010, 2012 and 2014). Each student reviewed 10 radiology online cases throughout the semester and then reflected on their understanding of anatomy and radiology in an online blog for each case. A total of 927 blogs were examined for this research. The researchers used a grounded theory approach to analyze the blog narratives and develop a codebook based on common themes. The 927 blogs yielded 11,082 statements that were coded with the codebook. As the semester progressed, the blog entries showed that students demonstrated greater self-confidence in their abilities to understand the subject matter, expressed greater enthusiasm for anatomy in general, and they improved their metacognitive skills. This research illustrates that reflective writing in an undergraduate anatomy course not only facilitates improvement in student metacognitive skills, but also provides the instructor with evidence how a student progresses from novice to more experienced learner in anatomy.  相似文献   

Seasonal variation in physical activity among preschool children in a northern Canadian city     

Carson V  Spence JC  Cutumisu N  Boule N  Edwards J 《Research quarterly for exercise and sport》2010,81(4):392-399

Little research has examined seasonal differences in physical activity (PA) levels among children. Proxy reports of PA were completed by 1,715 parents on their children in Edmonton, Alberta, Canada. Total PA (TPA) minutes were calculated, and each participant was classified as active, somewhat active, or inactive. Logistic regression models were conducted to examine associations between PA status and seasons. Significant seasonal differences were observed for TPA, weekday PA, weekend PA, and active play. Children were significantly more likely to be physically active in the summer and spring and somewhat physically active in the summer and fall, relative to winter Children living in cold climates are less likely to be physically active in the winter.  相似文献