Do Varieties of Spanish Influence U.S. Spanish–English Bilingual Children's Friendship Judgments?     

Maria M. Arredondo  Susan A. Gelman 《Child development》2019,90(2):655-671

Latinos are the largest minority group in the United States (U.S. Census, 2014), yet this term comprises individuals from multiple ethnicities who speak distinct varieties of Spanish. We investigated whether Spanish–English bilingual children (N = 140, ages 4–17) use Spanish varieties in their social judgments. The findings revealed that children distinguished varieties of Spanish but did not use Spanish dialects to make third-person friendship judgments until 10–12 years; this effect became stronger in adolescence. In contrast, young children (4–6 years) made friendship judgments based on a speaker's language (English, Spanish). Thus, using language varieties as a social category and as a basis for making social inferences is a complex result of multiple influences for Spanish-speaking children growing up bilingual in the United States.  相似文献   

Leadership coaching: a multiple-case study of urban public charter school principals’ experiences     

Anne D. Lackritz  Maria Cseh  Donald Wise 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):5-25

The purpose of our multi-case study was to understand the experiences of non-novice New York City and Washington, DC public charter school principals who had participated in leadership coaching as a component of their leadership development. Eight New York City and Washington DC public charter school principal cases were selected through purposeful sampling. Data were collected through semi-structured interviews, documents, and artifacts, which were analyzed, coded and grouped into three broader themes: the coaching process, the impact of coaching, and principal leader identity construction. The findings supported the following conclusions: (a) Participants’ experiences of coaching were inconsistent with the coaching literature; (b) The impact of coaching was shaped by perceived competencies of the coach and the structure of the coaching session; and (c) Participants’ leader identity construction was supported through the process of coaching.  相似文献   

Artefacts and utilization schemes in mathematics teacher education: place value in early childhood education     

Maria G. Bartolini Bussi 《Journal of Mathematics Teacher Education》2011,14(2):93-112

In this article, I discuss a case of pre-primary and primary school teacher education concerning place value in number representation. In primary school (in Italy, in grades 1 and 2), the topic is usually introduced by means of manipulatives (for instance, abaci and base ten blocks). But it is well known that no artefact is transparent for mathematical meaning, unless the social practices of the mathematics classroom, initiated by the teacher, are effective. The aim of this study is to report on tasks given in a four-session (16 h) workshop for 27 prospective pre-primary and primary school teachers, where the use of artefacts in learning place value in base ten was tackled, within a suitable theoretical framework. Different sessions of the workshop are analysed, focusing on tasks related to different components of mathematics knowledge for teaching. Effectiveness for professional growth is reported, quoting documents written by students and by external evaluators. In a final paragraph, the implication for pre-primary school teacher education is addressed.  相似文献   

The role of the academic library in supporting LGBTQ students: A survey of librarians and library administrators at LGBTQ-friendly colleges and universities     

Lily Todorinova  Maria Ortiz-Myers 《College & Undergraduate Libraries》2019,26(1):66-87

This study engages public services librarians and librarians in administrative or managerial positions in a conversation about LGBTQ student needs. Using a sample from the Campus Pride Index’s Best 25 LGBTQ-friendly colleges and universities, the researchers gathered information regarding outreach, collections, facilities, services, and policies for LGBTQ students. The results of this survey suggest that, while there is a great deal of support for LGBTQ students among librarians, the Campus Pride criteria is not entirely being met. There is an unclear delineation between the role of the library in promoting LGBTQ friendliness, and the role of the larger university, which may be related to the uncertain position of the library in the campus environment. However, the empathy that librarians in both decision and non-decision making roles have towards LGBTQ students opens up the possibility of deeper conversations and proactive, innovative support services in the future.  相似文献   

Lost youth in the global city: class,culture and the urban imaginary     

Maria Tamboukou 《Gender and education》2011,23(6):795-796

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Pulmonale Hypertension     

Maria Klara Frey  Irene Lang 《Wiener klinische Wochenschrift Education》2011,6(3):78-93

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Antecedents of Maternal Sensitivity During Distressing Tasks: Integrating Attachment,Social Information Processing,and Psychobiological Perspectives          下载免费PDF全文

Esther M. Leerkes  Andrew J. Supple  Marion O'Brien  Susan D. Calkins  John D. Haltigan  Maria S. Wong  Keren Fortuna 《Child development》2015,86(1):94-111

Predictors of maternal sensitivity to infant distress were examined among 259 primiparous mothers. The Adult Attachment Interview, self‐reports of personality and emotional functioning, and measures of physiological, emotional, and cognitive responses to videotapes of crying infants were administered prenatally. Maternal sensitivity was observed during three distress‐eliciting tasks when infants were 6 months old. Coherence of mind was directly associated with higher maternal sensitivity to distress. Mothers' heightened emotional risk was indirectly associated with lower sensitivity via mothers' self‐focused and negative processing of infant cry cues. Likewise, high physiological arousal accompanied by poor physiological regulation in response to infant crying was indirectly associated with lower maternal sensitivity to distress through mothers' self‐focused and negative processing of infant cry cues.  相似文献   

Examining student work for evidence of teacher uptake of educative curriculum materials          下载免费PDF全文

Amber Schultz Bismack  Anna Maria Arias  Elizabeth A. Davis  Annemarie Sullivan Palincsar 《科学教学研究杂志》2015,52(6):816-846

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Developing students’ reasoning about samples and sampling in the context of informal inferences     

Maria Meletiou-Mavrotheris  Efi Paparistodemou 《Educational Studies in Mathematics》2015,88(3):385-404

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Career guidance and health promotion with adolescents: keys for intervention programs     

Fernando Henrique Rezende Aguiar  Maria Inês Gandolfo Conceição 《International Journal for Educational and Vocational Guidance》2015,15(3):221-236

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