The language and literacy development of young dual language learners: A critical review   总被引：2，自引：0，他引：2  

Carol Scheffner Hammer  Erika Hoff  Yuuko Uchikoshi  Cristina Gillanders  Dina C. Castro  Lia E. Sandilos 《Early childhood research quarterly》2014

The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000 and 2011 yielded 182 peer-reviewed articles.  相似文献   

Comparative effectiveness research designs: an analysis of terms and coverage in Medical Subject Headings (MeSH) and Emtree     

Tanja Bekhuis  Dina Demner-Fushman  Rebecca S. Crowley 《Journal of the Medical Library Association》2013,101(2):92-100

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Developmentally Appropriate Technology Use and Early Childhood Teacher Education     

Dina B. Rosen  Candace Jaruszewicz 《Journal of Early Childhood Teacher Education》2013,34(2):162-171

Early childhood teacher education methods classes often emphasize the application of developmentally appropriate practices (DAP). In today's digital age, it is important for teacher educators and their students to think about how to extend DAP to technology use. In this article, two contrasting classroom scenarios are provided to illustrate developmentally appropriate technology use (DATU), a new educational term coined by the authors. Briefly, DATU is defined as use that both respects the unique challenges presented by children's levels of development and capitalizes on children's natural desire to actively, collaboratively construct knowledge and solve problems. A five-element framework for guiding teachers toward DATU is explained.  相似文献   

Accessing and Incorporating Visitors' Entrance Narratives in Guided Museum Tours     

Dina Tsybulskaya  Jeff Camhi 《Curator: The Museum Journal》2009,52(1):81-100

Abstract Museum visitors arrive at an exhibit or tour with their own individual experiences, memories and knowledge related to the subject — in a phrase, their “entrance narrative.” We tested what happens to participants in guided tours when the guide first accesses — by two different methods — the entrance narratives of their visitors, and then makes specific connections from these entrance narratives to the content of the tour. The subject of the tour was a guided tree walk at Hebrew University's open‐campus museum. Behavioral measures and questionnaires both indicated that accessing and incorporating participants' entrance narratives profoundly enhanced their experience. The enhancement was somewhat greater among visitors from the general public than among groups of university students. We suggest that guides could use the simple methods described here, in a wide variety of tour types, to enhance visitor experiences.  相似文献   

我国基础教育现代化发展的根本转化   总被引：8，自引：0，他引：8  

裴娣娜 《北京大学教育评论》2004,2(2):63-69

中国基础教育现代化发展是历史的必然。本文从基础教育战略地位、教育观念、教育体制、研究主题以及区域推进五个方面论述了中国基础教育现代转化的主要标志及特色 ,进而提出推进中国基础教育现代化发展理论范畴研究的几个问题。  相似文献   

Who Deserves a Seat?: Colorblind Public Opinion of College Admissions Policy     

V. Thandi Sulé  Rachelle Winkle-Wagner  Dina C. Maramba 《Equity & Excellence in Education》2017,50(2):196-208

Using critical discourse analysis, this study assesses reader comments to newspaper articles on the Fisher v. University of Texas at Austin Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to individualism, merit, and competition. Many comments, divorced from social and historical contexts, used colorblind rationale to justify their opposition to affirmative action yet relied heavily on popular polarizing racial discourse in their argumentation. Social policy implications related to facilitating college diversity and promoting educational equity are presented.  相似文献   

The team teaching experiences of pre-service science teachers implementing PBL in elementary school     

Dina Tsybulsky 《师资教育杂志》2019,45(3):244-261

The current phenomenological-qualitative case study examined the team teaching related experiences of 17 Israeli student teachers in the context of using the project-based teaching method in the course of their pedagogical practicum module conducted in elementary schools. The focus of the study was on participants’ experiences in terms of quality and content. Data collection methods included reflective reports and in-depth interviews. Data analysis was conducted using the qualitative method for content analysis. Findings of the study indicate that during team teaching, the student teachers underwent a process of four qualitatively different experiential stages, each of which is characterised by a unique set of experiences. There was also a qualitative difference at each stage between the experiences of student teachers who emerged with an overall positive assessment and those who emerged with an overall negative assessment of team teaching. The practical implications of the findings are discussed. This research contributes to the professional literature on the team teaching of science courses, and may serve to encourage educators to implement team teaching as part of student teachers‘ practicum involving a project based, student centred methodology.  相似文献   

Intuitive Interference in Probabilistic Reasoning     

Reuven Babai  Tali Brecher  Ruth Stavy  Dina Tirosh 《International Journal of Science and Mathematics Education》2006,4(4):627-639

One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules.  相似文献   

Modeling treatment motivation in substance-abusing women with children     

Wilke DJ  Kamata A  Cash SJ 《Child abuse & neglect》2005,29(11):1313-1323

OBJECTIVES: Children are often considered a primary motivator for women seeking substance abuse treatment. This study tested a model predicting treatment motivation in substance-abusing mothers. METHODS: This study was a secondary analysis of the Drug Absue Treatment Outcome Study (DATOS). It used structural equation modeling to describe factors influencing motivation for treatment. DATOS is a national study of substance abusers entering treatment. Treatment was provided by a sampling of community-based programs, free-standing hospitals, hospital units, county-funded programs, modified therapeutic communities, and criminal justice programs. The subsample of women with children under the age of 18 for whom custody of children could be determined was selected (n=1371). The variables comprising each factor were based on self-report, and standardized scales measuring level of drug involvement, psychological functioning, children, and a desire to stop using drugs were used. RESULTS: Drug involvement was positively related to poorer psychological functioning, child custody issues, and the desire to stop using drugs. Child custody issues had a negative influence, while poorer psychological functioning and a desire to stop using drugs positively influenced treatment motivation. CONCLUSIONS: The negative influence that children have on treatment motivation may reflect the practical or emotional difficulties of having to leave children behind or in some instances having children placed in foster care. Specifically, losing custody of children, particularly with little expectation they will be reunified, may serve as a detriment to motivation. Popular beliefs hold that children serve as a primary source of a mother's treatment motivation; however this study found the opposite was true. Children should not automatically be considered a primary source of motivation for participation in treatment.  相似文献   

Intuitive nonexamples: the case of triangles     

Pessia Tsamir  Dina Tirosh  Esther Levenson 《Educational Studies in Mathematics》2008,69(2):81-95

In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples. The second type, non-intuitive nonexamples, consists of nonexamples that bear a significant similarity to valid examples of the concept, and consequently are more often mistakenly identified as examples. We describe and discuss these notions and present a study regarding kindergarten children’s grasp of nonexamples of triangles.

Esther LevensonEmail:

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