排序方式： 共有65条查询结果，搜索用时 31 毫秒
21.
Liliana B. Zecker 《Reading and writing》1996,8(1):5-25
This investigation explored the emergent knowledge of genre-specific characteristics of twenty kindergartners and twenty first graders, who were invited to compose three types of genre stories, personal letters, and shopping lists at three different times during the school year. Both groups responded to the request to write different types of genre by applying a variety of writing forms. At both grade levels, stories and personal letters were associated with more conventional writing systems than the list. Shopping lists were more consistently associated with less-conventional writing systems within children's repertoires of writing forms. Genre characteristics are suspected to have determined, at least partially, those patterns of association. The children's readings of their own compositions provided substantial information about their developing knowledge of communicative function and form. It was the list and not the narrative that was the best-known genre among children in both groups. Intermediary compositional forms for the story and the personal letter were composed by children at both grade levels as the school year progressed. The findings highlight the flexible nature of young writers' emergent composing process and the importance of genre as an influential factor on that process. It also highlights the limitations of assessing the young authors' knowledge of written language solely on the basis of their written products. Results of the study also raise questions about the preconceived notion of the primacy of the narrative genre over other types of genre during the early years and the implicit notion guiding many writing curricula that graphic aspects of writing should precede compositional undertakings. 相似文献
22.
ResumenSe repasan en este artículo las ideas convergentes en las tradiciones funcionalistas e histórico-cultural, cuya recuperación los autores consideran imprescindible para orientar adecuadamente la investigación y la actuación sobre el proceso educativo. Para ambas perspectivas, la actividad conjunta del organismo y el medio es constitutiva del desarrollo biológico y psíquico, por lo que el análisis y el diseño de la educación deben basarse en esa interrelación. Partiendo de este principio de interrelación se argumenta que algunos cambios en los sistemas y entornos de actividad pueden tener efectos negativos en el desarrollo del niño, por lo que se proponen algunos principios de los enfoques eco-funcional e histórico-cultural susceptibles de orientar la acción cultural y educativa en la sociedad actual. 相似文献
23.
Stephanie F. Thompson Liliana J. LenguaMaureen Zalewski Lyndsey Moran 《Early childhood research quarterly》2013
This study examined the relations of income and children's effortful control to teacher reports of preschoolers’ social competence and adjustment problems. This study tested whether changes in effortful control accounted for the effects of income on children's adjustment. A community sample (N = 306) of preschool-age children (36–40 mos.) and their mothers, representing the full range of income (29% at or near poverty, 28% at or below the local median income), was used. Path analyses were used to test the prospective effects of income on rank-order changes in two aspects of effortful control, executive control and delay ability, which in turn, predicted teacher-reported adjustment problems and social competence. Lower income predicted smaller rank-order change in executive control, but did not predict changes in delay ability. Smaller rank-order change in delay ability predicted greater adjustment problems above the effect of income. Larger rank-order change in executive control predicted greater social competence and fewer adjustment problems above the effect of income. These findings provided some support for the hypothesis that disruptions in the development of effortful control related to low income might account for the effects of low income on young children's adjustment. Effortful control is potentially a fruitful target for intervention, particularly among children living in low income and poverty. 相似文献
24.
ResumenEl objetivo de este trabajo es explicar una línea de investigación en el campo del conocimiento notacional y del lenguaje escrito. El surgimiento de la idea de estudiar estos dominios de conocimiento así como las sucesivas investigaciones que se realizaron se presentaran en el marco de las ideas psicólogos, psicologuísticas y educacionales a las cuales estas investigaciones respondieron, tanto por acuerdo como por oposición. Para completar nuestro objetivo hemos decidido hacer un ejercicio de estilo, un ejercicio en el cuál transgredimos un texto por excelencia: el Génesis.Este ejercicio sirvió para organizar nuestra exposición y para ejemplificar uno de los sentidos en los cuales utilizamos la noción de transgresión. Transgredir en este sentido es una manera de cambiar, distinta de la de errar porque implica un conocimiento conciente de la restricción, regla, norma o convención que rige aquello que se transgrede. El objetivo de la educación es, o debería ser, promover el cambio, para ello debe lograr que los sujetos concienticen las reglas, normas o convenciones que los rigen y puedan así decidir activamente a cuáles sujetarse y cuáles modificar. 相似文献
25.
Longitudinal Relations Among Positivity,Perceived Positive School Climate,and Prosocial Behavior in Colombian Adolescents 
下载免费PDF全文
下载免费PDF全文 Bernadette P. Luengo Kanacri Nancy Eisenberg Eriona Thartori Concetta Pastorelli Liliana M. Uribe Tirado Maria Gerbino Gian V. Caprara 《Child development》2017,88(4):1100-1114
Bidirectional relations among adolescents’ positivity, perceived positive school climate, and prosocial behavior were examined in Colombian youth. Also, the role of a positive school climate in mediating the relation of positivity to prosocial behaviors was tested. Adolescents (N = 151; Mage of child in Wave 1 = 12.68, SD = 1.06; 58.9% male) and their parents (N = 127) provided data in two waves (9 months apart). A model of bidirectional relations between positivity and perceived positive school climate emerged. In addition, adolescents with higher levels of perceived positive school climate at age 12 showed higher levels of prosocial behaviors in the following year. Positive school climate related positivity to adolescents’ prosocial behavior over time. 相似文献
26.
Lengua LJ 《Child development》2002,73(1):144-161
This study investigated the additive and interactive effects of multiple risk, emotionality, and self-regulation in predicting children's adjustment problems and positive adjustment using a community sample (N = 101) of children in third through fifth grades. Multiple measures of emotionality and self-regulation were used, including observational measures and mother and child report on questionnaires. Results indicated that questionnaire measures of emotionality and self-regulation predicted children's positive and negative adjustment over and above the effects of multiple risk, as well as resilience and vulnerability. Negative emotionality predicted adjustment problems, positive emotionality predicted positive adjustment, and self-regulation predicted both. In addition, observational measures of self-regulation moderated the association between multiple risk and adjustment such that children low in self-regulation were more vulnerable to multiple risk. The results suggest that emotionality and self-regulation operate as additional risk and protective factors in multiple-risk models. 相似文献
27.
The paper provides a systematic theoretical analysis of the main visions of the concept of scientific literacy developed in the last 20 years. It is described as a transition from a transmissive educational vision of scientific literacy (Vision-I) to a transformative vision (Vision-III), with a stronger engagement with social participation and emancipation. Using conceptual tools from sociology and the philosophy of education, the notions of science participation and emancipation associated with transformative Vision-III are critically analyzed in order to draw attention to the growing need to define them with greater accuracy as key conceptual components of scientific literacy. Without such an approach, it will be difficult for science education to materialize and consolidate educational actions that are pedagogically sound, culturally and socially sensitive, and coherent with the social transformation of the diverse conditions of oppression. It is concluded that Vision-III should include both a broad conception of participation, which makes visible the invisible and informal acts performed by diverse groups to build society, and an alternative notion of emancipation committed to liberation.
相似文献28.
This work reports on the results obtained from the application of learning environments on the basis of one integrative problem and a series of other smaller problems that limit the contents to be investigated and learned by the students. This methodology, which is a variation to traditional problem-based learning approaches, is here illustrated in terms of its application in an engineering economics course, a subject that is taught in most engineering programs. The purpose of this methodology is to improve students’ learning, which is measured through the students’ academic performance and their learning strategies, and to characterise them as a function of these variables. The results obtained after the systematic application of this methodology are positive. The surveyed students showed significant changes in the examined variables as well as in their satisfaction and motivation level, and in their commitment to learning. 相似文献
29.
Domenico Meleleo Nicola Bartolomeo Liliana Cassano Alessandro Nitti Giovanna Susca Giuseppina Mastrototaro 《European Journal of Sport Science》2017,17(6):710-719
Purpose: Conventional Bioelectrical Impedance Analysis (BIA) or Bioelectrical Impedance Vector Analysis (BIVA) can provide direct evaluations of body composition. The purpose of this study was to evaluate lean and fat mass (FM), and hydration of children involved in daily competitive sports. Methods: 190 non-athletic [8.2–10.5 years] and 29 competitive children [8.0–10.5 years] were enrolled. They were evaluated: at baseline (t0), 6 months (t1) and one year (t2). Anthropometric, BIA and BIVA, lean and FM, and hydration evaluations were performed. Results: Resistance (R/h) and reactance (Xc/h) were lower at t0 in competitive individuals when compared to controls. Xc/h (+3.28) significantly increases in competitive when compared to non-competitive individuals (+0.66, p for difference: 0.011), while phase angle (PA) was lower at t0 (5.72 vs. 6.17, p?<?.001) and after 6 months (p?=?.001). Total body water adjusted for height (TBW/h) significantly increased only in non-athletes (+0.50?±?0.13, p?<?.001) between t0 and t1. At t1, extracellular water (ECW) significantly decreased (p?=?.026) in the two groups: ?0.45?±?0.19% in non-competitive, ?1.63?±?0.49% in competitive subjects, while intracellular water (ICW) increased. At one-year follow-up (t2), there were no statistically significant differences in R/h, Xc/h and PA in competitive individuals when compared to baseline and t1. Furthermore, we observed at t2 that hours/week of training, age, male gender and body mass index can influence FFM/h and FM/h in both competitive and non-competitive subjects. In particular, a direct correlation was for hours/week and FFM/h, inverse for hours/week and FM/h. Conclusions: Body mass index does not allow evaluating differences in lean body mass and FM between athletes and non-athletes. BIA and BIVA can give more reliable details about body composition differences in competitive adolescents and non-competitive, outlining a progressive decline in ECW and increase in ICW without affecting TBW composition of athletes. 相似文献
30.
Liliana Tolchinsky 《Infancia y Aprendizaje》2013,36(58):83-105
ResumenEl presente trabajo forma parte de un proyecto de investigación cuyo propósito es doble: 1) Discriminar entre las habilidades comunes a todos los usuarios de una lengua y las pericias específicas que se requieren para la producción de textos de calidad y 2) Determinar el efecto de diferentes aproximaciones pedagógicas en el desarrollo de estas pericias.En este trabajo analizamos los textos producidos por un grupo de escolares de segundo curso en una situación de re-producción de narrativas. Los niños eran alumnos de dos clases en las cuales se encaraban distintas maneras de enseñar el lenguaje escrito. Los textos son analizados según su organización sintáctica y de contenido así como según cuatro características del discurso nanativo: el contraste entre el decir y lo dicho, la presencia y ausencia del narrador en el discurso, el intejuego entre los hechos y las motivaciones psicológicas de los personajes. Los resultados muestran que existe un perfil sintáctico típico, constituido por una construcción verbal con elementos asociados y regidos más una construcción que incluye discurso directo o indirecto. En cuanto a la organización del contenido, la mayoría de las narrativas incluyen una orientación, un episodio desencadenante, el nudo y la resolución. Respecto de las cualidades de lo narrativo constatamos que: los niños preservan una consistencia total entre el orden del decir y de los dicho; hacen un informe «objetivo» de los sucesos, sin extenderse en los motivos de los personajes; logran expresar los contrastes entre la presencia y ausencia del narrador y realizan todo tipo de inferencias sobre lo dicho en el texto. Las diferentes aproximaciones pedagógicas no influyen en la organización sintáctica o las restricciones del género pero sí, en ciertos factores narrativos que afectan la calidad de los textos. 相似文献