The linguistic complexity of adult and child contextualized and decontextualized talk     

Ellen Irén Brinchmann  Hanne Røe-Indregård  Jannicke Karlsen  Stefan Kilian Schauber  Bente Eriksen Hagtvet 《Child development》2023,94(5):1368-1380

The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well-attested but not well-understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty-eight Norwegian children (M_age = 5.5 years; 25 girls; 30 Norwegian-speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book reading, story card conversations and toy play (collected 2010–2011 and 2017). Results show that DT was more complex than CT among children and teachers. Both types of talk were more complex during book reading and story conversations than during play. The conversational context should be accounted for when theorizing about the role of DT in language development.  相似文献   

Crying in the first 12 months of life: A systematic review and meta-analysis of cross-country parent-reported data and modeling of the “cry curve”     

Arnault-Quentin Vermillet  Katrine Tølbøll  Samouil Litsis Mizan  Joshua C. Skewes  Christine E. Parsons 《Child development》2022,93(4):1201-1222

Crying is an ubiquitous communicative signal in infancy. This meta-analysis synthesizes data on parent-reported infant cry durations from 17 countries and 57 studies until infant age 12 months (N = 7580, 54% female from k = 44; majority White samples, where reported, k = 18), from studies before the end Sept. 2020. Most studies were conducted in the United States, the United Kingdom, and Canada (k = 32), and at the traditional cry “peak” (age 5–6 weeks), where the pooled estimate for cry and fuss duration was 126 mins (SD = 61), with high heterogeneity. Formal modeling of the meta-analytic data suggests that the duration of crying remains substantial in the first year of life, after an initial decline.  相似文献   

Pre-service mathematics teachers’ professional modeling competencies: a comparative study between Germany,Mainland China,and Hong Kong     

Yang  Xinrong  Schwarz  Björn  Leung  Issic K. C. 《Educational Studies in Mathematics》2022,109(2):409-429

Educational Studies in Mathematics - Although mathematical modeling plays an important role in many curricula worldwide, significant discrepancies persist in the importance of mathematical modeling...  相似文献   

Teaching and learning in a multilingual Europe: findings from a cross-European study     

Dockrell  J. E.  Papadopoulos  T. C.  Mifsud  C. L.  Bourke  L.  Vilageliu  O.  Bešić  E.  Seifert  S.  Gasteiger-Klicpera  B.  Ralli  A.  Dimakos  I.  Karpava  S.  Martins  M.  Sousa  O.  Castro  S.  Søndergaard Knudsen  H. B.  Donau  P.  Haznedar  B.  Mikulajová  M.  Gerdzhikova  N. 《European Journal of Psychology of Education - EJPE》2022,37(2):293-320

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

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Effects of 8 Weeks with Embodied Learning on 5–6-Year-Old Danish Children’s Pre-reading Skills and Word Reading Skills: the PLAYMORE Project,DK     

Damsgaard  Linn  Nielsen  Anne-Mette Veber  Gejl  Anne Kær  Malling  Anne Sofie Bøgh  Jensen  Søren Kildahl  Wienecke  Jacob 《Educational Psychology Review》2022,34(3):1709-1737

Educational Psychology Review - The aim of this study was to investigate the effects of embodied learning on children’s pre-reading and word reading skills. We conducted a three-armed...  相似文献   

‘Whys’ and ‘Hows’ of Using Philosophy in Mathematics Education     

Uffe Thomas Jankvist  Steffen Møllegaard Iversen 《Science & Education》2014,23(1):205-222

The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories of ‘philosophy as a tool’ for teaching and learning mathematics, and ‘philosophy as a goal’, referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the ‘hows’ into three different categories is offered: illumination approaches; modules approaches; and philosophy-based approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones.  相似文献   

The Process of Choosing What to Study: A Longitudinal Study of Upper Secondary Students' Identity Work When Choosing Higher Education     

Henriette Tolstrup Holmegaard  Lars M. Ulriksen  Lene Møller Madsen 《Scandinavian Journal of Educational Research》2014,58(1):21-40

This paper presents the first results from a longitudinal qualitative study following 38 Danish students' choice of higher education. By using a narrative psychological framework it is shown how the choice of higher education is embedded in various dilemmas, making it difficult for the students to make meaningful choices. They believe the choice should be unique and individual and that it should correspond with who they are and wish to become. However, the analysis shows that choosing what to study after upper-secondary school is a complex ongoing and social process, rather than an isolated individual event. Implications of these results are discussed and the educational system is urged to provide room for and facilitate students' production of choice narratives.  相似文献   

Daycare Staff Emotions and Coping Related to Children of Divorce: A Q Methodological Study     

Klara Øverland  Ingunn Størksen  Edvin Bru  Arlene Arstad Thorsen 《Scandinavian Journal of Educational Research》2014,58(3):361-384

This Q methodological study explores emotional experiences and coping of daycare staff when working with children of divorce and their families. Two main coping strategies among daycare staff were identified: 1) Confident copers, and 2) Non-confident copers. Interviews exemplify the two main experiences. Both groups may struggle with coping in this work. Still, Non-confident copers seem to experience more problems than do Confident copers. Both Confident and Non-confident copers find it difficult to work with parents who argue in front of the children. Accordingly, we suggest tailored education and counseling in this field to increase knowledge and coping among staff, to help them in their work with children of divorce.  相似文献   

Improving the Bandwidth Selection in Kernel Equating     

Björn Andersson  Alina A. von Davier 《Journal of Educational Measurement》2014,51(3):223-238

We investigate the current bandwidth selection methods in kernel equating and propose a method based on Silverman's rule of thumb for selecting the bandwidth parameters. In kernel equating, the bandwidth parameters have previously been obtained by minimizing a penalty function. This minimization process has been criticized by practitioners for being too complex and that it does not offer sufficient smoothing in certain cases. In addition, the bandwidth parameters have been treated as constants in the derivation of the standard error of equating even when they were selected by considering the observed data. Here, the bandwidth selection is simplified, and modified standard errors of equating (SEEs) that reflect the bandwidth selection method are derived. The method is illustrated with real data examples and simulated data.  相似文献   

Children and youth in behavioural and emotional difficulties,skyrocketing diagnosis and inclusion/exclusion processes in school tendencies in Denmark     

Søren Langager 《Emotional and Behavioural Difficulties》2014,19(3):284-295

In parallel with a national school policy on an inclusive school with a marked reduction in the number of pupils who, due to their disruptive behaviour, are referred to educational provisions outside of the ordinary school environment, a sharp rise has been seen in the number of children and teenagers who are given a clinical diagnosis, first and foremost that of ADHD (Attention Deficit and Hyperactivity Disorders). Over just a few years, the skyrocketing of diagnoses has turned notions of children and teenagers with emotional and behavioural difficulties upside down. From being young people who should ‘just pull themselves together and behave properly’ many have become pupils with a neurological dysfunction that requires treatment. The article provides insight into how diagnoses over very few years have come into focus in schools and in special needs education, and how this has made a deep impression and changed understandings of the best possible special and general educational provisions for children and teenagers with behavioural and learning difficulties. The article focuses on trends in Denmark and therefore builds primarily on Danish sources.  相似文献