Preschool Work Teams’ View of Ways of Working with Gender—Parents’ Involvement     

Ingrid Karlson  Maria Simonsson 《Early Childhood Education Journal》2008,36(2):171-177

  相似文献   

学龄前双语聋童课堂教学评析   总被引：1，自引：1，他引：0  

郑荔  斯坦因·埃里克·欧伦  英格丽德·戴利 《中国特殊教育》2008,(12)

近年来,欧美一些国家积极倡导聋童双语教育,我国也于十年前开始聋童双语教育实验.最近由中国和挪威研究人员组成研究小组,对某省5所聋校进行了学龄前双语班课堂教学评估,重在分析课堂中教师与儿童的互动水平.研究将课堂教学行为分为不同类型,进行定时观察记录,并结合访谈和现场观察等方法共同分析.研究认为,教师在课堂中具有高控制性,儿童与教师、儿童与儿童之问语言交流空间少,聋人教师未能充分发挥作用,不同学校之间存在明显差异.  相似文献   

The Predictive Value of Non-Referential Beat Gestures: Early Use in Parent–Child Interactions Predicts Narrative Abilities at 5 Years of Age     

Ingrid Vilà-Giménez  Natalie Dowling  Ö. Ece Demir-Lira  Pilar Prieto  Susan Goldin-Meadow 《Child development》2021,92(6):2335-2355

A longitudinal study with 45 children (Hispanic, 13%; non-Hispanic, 87%) investigated whether the early production of non-referential beat and flip gestures, as opposed to referential iconic gestures, in parent–child naturalistic interactions from 14 to 58 months old predicts narrative abilities at age 5. Results revealed that only non-referential beats significantly (p < .01) predicted later narrative productions. The pragmatic functions of the children’s speech that accompany these gestures were also analyzed in a representative sample of 18 parent-child dyads, revealing that beats were typically associated with biased assertions or questions. These findings show that the early use of beats predicts narrative abilities later in development, and suggest that this relation is likely due to the pragmatic–structuring function that beats reflect in early discourse.  相似文献   

Zooming in on the partnership of a successful teaching team: examining cooperation,action and recognition     

Ingrid Henning Loeb 《Educational Action Research》2016,24(3):387-403

  相似文献   

Publication by men and women with same-sex and cross-sex PhD supervision     

Ray Over  Jane Over  Ingrid Meuwissen  Sandra Lancaster 《Higher Education》1990,20(4):381-391

The rates at which men and women published during and after PhD training in psychology were compared for samples experiencing same-sex and cross-sex supervision. When allowance was made for the research productivity and impact of the supervisor, women supervised by women published at similar rates to women supervised by men. Similarly, men supervised by men did not publish on average more often than men supervised by women. Further, there was no difference in mean publication rate between men and women who had completed their PhD degrees in the same university under supervision of the same advisor. Although the analyses provides no evidence that publication is more frequent following same-sex than cross-sex supervision, the possibility that supervision by an advisor of the same sex advantages graduates in other ways needs to be assessed.  相似文献   

Engaging Undergraduate Kinesiology Students in Clinically-based Research     

Janet M. Shaw  Danielle D. Johnson  Ingrid E. Nygaard 《Quest (Human Kinetics)》2018,70(3):292-303

Many undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus.  相似文献   

Hyperlab: A universal provider system and an interactive test bench for distance learning     

Kenny Stevens  Frank Appaerts  Ingrid Van Vlierberghe  J. Boutsen 《European Journal of Engineering Education》2002,27(1):49-61

This project describes the development of a universal student friendly distance learning (DL) provider system via the Internet and in particular the development of a lab environment for engineering students in ICT. Application of most DL courses is still hampered by the need for high-speed links, unrealistic computer and software resources at the student site and the impossibility to run Windows or Unix applications over the Internet. The described solution solves practically all of these problems. Moreover, since courses, (simulation) programs, databases, etc. can be added or changed, the system is not only teacher friendly but also costeffective. The major part of the work concerns the design of an electronic lab environment at the university that can be remotely used via the Internet. The main aim is to provide the student with meta-cognitive knowledge as can be provided only by real lab exercises. In this case the student must work him/herself through a course on passive filters. After choosing the right topology for the particular filter-lab task, he/she must design the correct circuit diagram and verify it with a standard circuit simulation program. Next, with a matrix shown on screen, he/she interconnects the circuit components and measuring equipment. The results of the measurements performed at the lab in the university are sent back to the student (via the Internet). The lab report is automatically generated. Simultaneously, the set up and the different instruments can be visualized via a web camera. Thus, the design of the electronic lab environment is user, student and teacher friendly.  相似文献   

ENHANCING QUALITY - TENSIONS AND TENDENCIES IN AUSTRALIAN UNIVERSITIES     

Ingrid Moses 《Higher Education in Europe》1995,20(3):45-58

Presenting the comprehensive quality control measures which have been taken in Australian higher education in recent years, the author argues that the way they have been imposed from top down without proper consultations with the faculty/staff members of the institutions concerned have led to their being discredited at this level. She proposes ways in which evaluation and awards systems might be introduced through proper consultations with staff/faculty members in ways which engage the support of the latter and are then conducted with their co‐operation and collaboration. In particular, she describes how the Guidelines for Effective University Teaching were developed by the Australian Vice‐Chancellors Committee and are now being introduced into the various Australian higher education institutions as the basis of an effective teaching evaluation and improvement system.  相似文献   

Understanding the role of learning and teaching support materials in enabling learning for all     

Lizzi O. Milligan  Hannchen Koornhof  Ingrid Sapire  Leon Tikly 《Compare》2019,49(4):529-547

There are many assumptions about the ways in which textbooks and other learning and teaching support materials (LTSM) can contribute to improved learning outcomes in many international contexts. These can focus on ways that they can implement the school curriculum, often in lieu of good pedagogical practice. Drawing on case studies from Rwanda and South Africa, the complexity of the role of LTSM as part of classroom enactment is shown. The discussion suggests that there are enabling factors to this including support for teachers’ use of LTSM and the availability of materials to all learners. A framework is presented in which LTSM, teachers and learners can become equal partners in teaching and learning, but only when adequate language and other pedagogical support structures are provided. Conclusions consider the potential impact for LTSM use when it is elevated to a medium that is accessible and useful to both teachers and learners.  相似文献   

‘A Spearhead into the Future'—Swedish comprehensive school reforms in foreign scholarly literature 1950‐80     

Ingrid Nilsson 《比较教育学》1989,25(3):357-362

  相似文献