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41.
Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin 总被引:1,自引:0,他引:1
Cultural-historical psychology identifies play as the leading activity in preschool development. Vygotsky's (1967, 1978) seminal work outlined two categories of leading influences: play makes a foundational contribution to the development of semiotic mediation, and it involves active appropriation of social roles and rules and other integral aspects of social organization. Leont'ev's (1981) concept of appropriation and Bakhtin's (1981) concepts of heteroglossia and ideological becoming are used to elaborate and extend Vygotsky's original work, particularly with regard to creativity in preschool play. The paper concludes with a consideration of the pedagogical implications of the cultural-historical view on play, including the use of play to cultivate understanding of the arbitrary nature of signs and the appropriation of the social roles and organizational patterns of society. 相似文献
42.
Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being 下载免费PDF全文
Keith A. Crnic Cameron L. Neece Laura Lee McIntyre Jan Blacher Bruce L. Baker 《Child development》2017,88(2):436-445
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized. 相似文献
43.
Previous papers on grey literature by the authors have described (1) the need for formal metadata to allow machine understanding
and therefore scalable operations; (2) the enhancement of repositories of grey (and other) e-publications by linking with
CRIS (Current Research Information Systems); (3) the use of the research process to collect metadata incrementally reducing
the threshold barrier for end-users and improving quality in an ambient GRIDs environment. This paper takes the development
one step further and proposes “intelligent” grey objects. The hypothesis is in 2 parts: (1) that the use of passive catalogs
of metadata does not scale (a) in a highly distributed environment with millions of nodes and (b) with vastly increased volumes
of R&D output grey publications with associated metadata; (2) that a new paradigm is required that (a) integrates grey with
white literature and other R&D outputs such as software, data, products and patents (b) in a self-managing, self-optimizing
way and that this paradigm manages automatically curation, provenance digital rights, trust, security and privacy. Concerning
(1) existing repositories provide catalogs; harvesting takes increasing time ensuring non-currency. The end-user expends much
manual effort/intelligence to utilize the results. The elapsed time of (1) the network (2) the centralized (or centrally controlled
distributed) catalog server searches (3) end-user intervention becomes unacceptable. Concerning (2) there is no paradigm currently
known to the authors that satisfies the requirement. Our proposal is outlined below. Hyperactive combines both hyperlinking
and active properties of a (grey) object. Hyperlinking implies multimedia components linked to form the object and also external
links to other resources. The term active implies that objects do not lie passively in a repository to be retrieved by end-users.
They “get a life” and the object moves through the network knowing where it is going. A hyperactive grey object is wrapped
by its (incrementally recorded) formal metadata and an associated (software) agent. It moves through process steps such as
initial concept, authoring, reviewing and depositing in a repository. The workflow is based on the rules and information in
the corporate data repository with which the agent interacts. Once the object is deposited, the agent associated with it actively
pushes the object to the end-users (or systems) whose metadata indicate interest or an obligation in a workflowed process.
The agents check the object and user (or system) metadata for rights, privacy, security parameters, and for any charges and
assure compatibility. Alternatively the object can be found passively by end-user or system agents. The object can also associate
itself with other objects forming relationships utilising metadata or content. Declared relationships include references and
citations; workflowed relationships include versions and also links to corporate information and research datasets and software;
inferenced relationships are discovered relationships such as between documents by different authors developed from an earlier
idea of a third author. Components of this paradigm have been implemented to some extent. The challenge is implementing—respecting
part two of the hypothesis—the integration architecture. This surely is harnessing the power of grey.
相似文献
Anne AssersonEmail: |
44.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
45.
The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed. 相似文献
46.
Instructional Science - There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this... 相似文献
47.
This paper describes a lesson centered around a metric for measuring partisan gerrymandering: the efficiency gap. We situate the efficiency gap in the current US political climate, describe the activity itself, and then provide recommendations for readers interested in adapting the lesson for their own classrooms. 相似文献
48.
Research in Science Education - This study examines science interests, efficacy, attitudes, and identity—referred to as affinities, in the context of an informal science outreach program for... 相似文献
49.
Amy Aldridge Sanford C. Kyle Rudick Keith Nainby Kathryn B. Golsan Stephanie Rollie Rodriguez Christopher J. Claus 《Communication quarterly》2019,67(2):158-177
The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices. 相似文献
50.