Canine Visitors: The Influence of Therapy Dogs on Young Children's Learning and Well-Being in Classrooms and Hospitals     

Mary Renck Jalongo  Terri Astorino  Nancy Bomboy 《Early Childhood Education Journal》2004,32(1):9-16

Trained therapy dogs are becoming an increasingly common sight in many educational and health care settings. This article, coauthored by a college professor, a Therapy Dogs International, Inc., Evaluator and local program director, and a registered nurse reviews the research on using registered therapy dogs as adjuncts in school programs and health care treatment plans for children ages 5–8. It addresses to the most commonly raised objections to allowing dogs in classrooms and patient rooms and offers practical guidelines for maximizing the positive outcomes of animal-assisted activities and therapy (AAA/T).  相似文献   

Settling In: Facilitating the transition to an inclusive middle school for students with mild disabilities     

Kimberly Knesting  Carol Hokanson  Nancy Waldron 《International Journal of Disability, Development & Education》2008,55(3):265-276

The present qualitative study examined the experiences of nine students with mild disabilities during their first year in an inclusive middle school in a Midwestern state of the United States (US). Data were gathered through interviews with students, teachers, and parents; classroom observations; and document analysis. Following the data analysis, three themes were identified: how the demands of navigating a new environment increased students’ anxiety; how students satisfied their need for belonging; and how students’ perceptions of school influenced their attitude towards help. Suggestions for facilitating school transitions for early adolescents with mild disabilities are provided.  相似文献   

Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers     

Nancy L. To  Elizabeth L. Tighe  Katherine S. Binder 《Journal of Research in Reading》2016,39(2):171-188

For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed.  相似文献   

Operations Course Icebreaker: Campus Club Cupcakes Exercise     

Brent Snider  Nancy Southin 《Decision Sciences Journal of Innovative Education》2016,14(3):262-272

Campus Club Cupcakes is an in‐class ‘introduction to operations management’ experiential learning exercise which can be used within minutes of starting the course. After reading the one‐page mini case, students are encouraged to meet each other and collaborate to determine if making and selling cupcakes to fellow business students would be a viable fundraising activity for a student club interested in completing a community development project in a developing country. The exercise is a variation and extension of the popular Kristen's Cookie Co. Harvard case which addresses capacity and bottlenecks. Campus Club additionally incorporates supply chain management and risk management concepts while also revealing how operations management integrates with the functional areas of marketing, accounting, and finance.  相似文献   

Challenges in operationalizing cultural practices in classroom and peer communities     

Nancy Ares   《International Journal of Educational Research》2006,45(6):404-419

This paper explores challenges encountered in a study of culturally relevant pedagogy that examines numeracy practices of under-served youth in secondary mathematics classrooms and in their peer communities at school. Taking a sociocultural stance toward studying under-served youths’ cultural practices as valuable resources for mathematics learning poses several methodological challenges, including identifying distinct cultural groups; adopting a view of mathematics as a social practice; and examining youth cultural practices to identify what counts as a viable example of practice relevant to mathematics practices and knowledge. Two dimensions of cultural practices are the focus: (1) communication, interaction, and language-use patterns that youth develop as they engage in the cultural practices of their peer communities; and (2) mathematical funds of knowledge that youth have developed over time. The complexities of identifying mathematical practices in youth peer communities and leveraging them in schooled mathematics are discussed, as are implications for further research.  相似文献   

Teacher licensure status and student achievement: Lessons from private schools     

Nancy S. Sharkey  Dan Goldhaber   《Economics of Education Review》2008,27(5):504-516

Data from the National Education Longitudinal Survey of 1988 (NELS:88) were used to investigate the effect of teacher licensure status on private school students’ 12th grade math and science test scores. This data includes schooling and family background information on students that can be linked to employment information on teachers. We find that, contrary to conventional wisdom, private school students of fully certified 12th grade math and science teachers do not appear to outperform students of private school teachers who are not fully certified.  相似文献   

Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes   总被引：3，自引：0，他引：3  

Lia M. Daniels  Tara L. Haynes  Robert H. Stupnisky  Raymond P. Perry  Nancy E. Newall  Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608

Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.  相似文献   

Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind     

William V. Fabricius  Christopher R. Gonzales  Annelise Pesch  Amy A. Weimer  John Pugliese  Kathleen Carroll  Rebecca R. Bolnick  Anne S. Kupfer  Nancy Eisenberg  Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154

An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate.  相似文献   

Engendering Democratic Participation via the Net: Access, Voice, and Dialogue     

Nancy B. Kurland 《The Information Society》1996,12(4):387-406

Information technology in the form of the Internet and its commercial offspring (referred to in this article collectively as the Net) has received much attention as a vehicle to increase political participation. In this article, we explore the potential of the Net, a vast, loosely coupled system of electronic forums, for facilitating and hindering democratic participation. In so doing, we identify five assumptions that undergird the claim that the Net will enhance democratic participation and suggest that increased democratic participation rests on three fundamental characteristics: access, voice, and dialogue. In order for this network of electronic forums to facilitate democratic participation, educational, economic, and cultural barriers to access, voice, and dialogue must be overcome. The final part of this article raises additional challenges to realizing democracy via the Net.  相似文献   

The Interpersonal Context of Emotion: Anger with Close Friends and Classmates   总被引：2，自引：0，他引：2  

Nancy Rumbaugh Whitesell  Susan Harter 《Child development》1996,67(4):1345-1359

While a great deal of work in recent years has focused on the role of cognitive evaluation of events in the elicitation of anger, little has been said about how the interpersonal context of events colors such evaluation. In this study, we varied critical features of events identified by theorists (provocation, intent, and apology) along with the interpersonal context of the events. We examined the reactions of preadolescent and young adolescent boys and girls to hypothetical situations involving anger-provoking actions by best friends and classmates (casual acquaintances). The situations involving best friends elicited higher ratings of personal violation, more intense and prolonged negative emotion (including sadness and hurt feelings in addition to anger), and more coping attempts geared toward relationship preservation than did the situations involving classmates. Girls seemed to be particularly sensitive to relationship differences, consistently reporting different responses when friends and classmates were involved. Findings associated with the theoretical features of anger elicitation (provocation, intent, and apology), while generally fitting predictions, were less clear and convincing, overall, than the effects of relationship context. Findings related to age were limited but were consistent with research on the changing nature and meaning of friendship as children enter adolescence. Overall, our findings underscore the importance of relationship context as a backdrop against which emotional experience must be viewed.  相似文献