Art in Question     

Karen Raney 《The International Journal of Art & Design Education》2003,22(2):195-207

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The Connector Study: A Strategy for Collecting Post-Graduation Data About Low-Income High School Students     

Karen D. Arnold  Katherine Lynk Wartman  Paul Gordon Brown  Adam N. Gismondi  Jessica R. Pesce  David Stanfield 《Journal of Education for Students Placed at Risk》2016,21(3):174-189

Tracking low-income students after high school graduation presents significant problems for data collection. The Connector Study is an attempt to increase and enrich outcomes data in a longitudinal study of low-income graduates of a national network of innovative high schools by gathering alumni updates through telephone interviews with high school staff members who remain in touch with their former students. Approximately 2 years after they worked with groups of students in high school, these individuals were able to provide information about education, job, and personal outcomes for 96% of 563 graduates. The Connector Study strategy offers a feasible method for collecting quantifiable outcome measures for longitudinal studies. This method also provides information about student change and individual circumstances that is difficult to obtain from students themselves, and that goes beyond the basic outcome indicators available through federal and state student tracking systems.  相似文献   

Space-timeScapes as ecopedagogy     

Ria Ann Dunkley 《The Journal of environmental education》2018,49(2):117-129

ABSTRACT

This emergent field of ecopedagogy gives little conceptual, methodological, and empirical consideration to the significance of spatial and temporal elements of environmental learning. This article focuses on both spatial and temporal components of three ecopedagogic instances, examining experiences from participant's perspective. Specific (eco)pedagogic dimensions of each learning experience are compared and contrasted, and synthesized into an emergent concept/practice of ecopedagogy at a range of spatial scales and across life courses. The article concludes that regardless of the specific spatial context, space-time aware learning experiences offer tactile, embodied encounters with different natural settings. Such sensuous and affective dimensions of experience of scapes emerge as crucial to encouraging nature-culture interrelativity for participants. Space-time-based and alert encounters thus materialize as central to the development of ecopedagogy.  相似文献   

Maternal and Child Characteristics that Influence the Growth of Daily Living Skills from Infancy to School Age in Preterm and Term Children     

Susan E. Dieterich  Heather M. Hebert  Susan H. Landry  Paul R. Swank  Karen E. Smith 《Early education and development》2004,15(3):283-304

Research findings. Growth across 6 months to 8 years of age, assessed at seven time points, for daily living and cognitive skills was compared for term (n = 122), very low birth weight (VLBW) children of low (n = 114) and high (n = 73) medical risk and lower socioeconomic status (SES). Dramatic declines in daily living skills were found for all children, while cognitive skills were stable across this age range. By 8 years, daily living skills were in deficient ranges for all groups with both VLBW groups showing lower levels in both skill areas across all ages compared to term children. Relations between child and parenting factors and daily living skill growth were examined in order to better understand this decline. Early maternal general stimulation and directiveness predicted slower declines in daily living skills while higher parental developmental expectations predicted higher levels in daily living skills. Practice. These results demonstrated the negative impact of lower SES and biological risk on children's growth in daily living skill. The findings highlighting several parenting factors that are important in understanding individual differences in children's daily living skill development have implications for early intervention.  相似文献   

Learning Multi‐unit Number Concepts and Understanding Decimal Place Value     

Jennifer Hunter  Irene Turner  Charlotte Russell  Karen Trew  Carol Curry 《教育心理学》1994,14(3):269-282

Research indicates that many errors in secondary school mathematics can be attributed to lack of understanding of decimal place value. Recently it has been suggested that this arises from an underlying weakness in integer place value concepts and perception of multidigit numbers in unitary terms rather than base ten, multi‐unit structures. Development of place value and multidigit number concepts was examined in individual interviews with 262 primary school pupils, aged between 7 and 12 years, using subjects’ concrete representations of written numerals and associated verbal explanations. Almost all the children had some understanding of integer place value; most older children had multi‐unit concepts of three‐ or four‐digit numbers; but two‐digit numbers, especially values of 20 or less, were frequently perceived in terms of units by all age groups. This was particularly common for the value ten where 55% of subjects displayed unitary concepts. Implications for understanding and teaching decimal place value are discussed.  相似文献   

Fulbright-Hays awards for graduate students: Obtaining it is easier than doing it     

Karen L. Murphy 《Educational technology research and development : ETR & D》1990,38(1):99-101

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Reader,Word, and Character Attributes Contributing to Chinese Children’s Concept of Word     

Jing Chen  Tzu-Jung Lin  Yu-Min Ku  Jie Zhang  Ann O’Connell 《Scientific Studies of Reading》2018,22(3):209-224

Concept of word—the awareness of how words differ from nonwords or other linguistic properties—is important to learning to read Chinese because words in Chinese texts are not separated by space, and most characters can be productively compounded with other characters to form new words. The current study examined the effects of reader, word, and character attributes on Chinese children’s concept of word in text. A total of 164 fifth-grade Chinese children participated in this study. Concept of word was measured by children’s lexical decisions about words and nonwords embedded in strings of characters. Cross-classified multilevel logistic models showed that reader attributes, including reading comprehension, vocabulary knowledge, and morphological awareness, interacted with certain word or character attributes in predicting children’s lexical decisions about words or nonwords. This study sheds light on the complex relationships between reader, word, and character attributes in the formation of concept of word in Chinese.  相似文献   

如何与人相处     

Ann Landers 《海外英语》2005,(11):31

1. Keep skid chains on your tongue ;always say less than you think.Cultivate a low,persuasive voice.How you say it counts more than what you say. 2. Make promises sparingly,and keep them faithfully,no matter what it costs. 3. Never let an opportunity pass to say a kind and encouraging word to or about somebody.Praise good work,regardless of who did it.If criticism is needed,criticize helpfully, never spitefully. 4. Be interested in others,their pursuits,their work,their homes and families. Make merry with those who rejoice;with those who weep,mourn.Let everyone you meet,however humble,feel that you  相似文献   

Relating Math Words,Visual Images,and Math Symbols for Understanding and Competence     

Karen C. Fuson 《International Journal of Disability, Development & Education》2019,66(2):119-132

ABSTRACT

This paper briefly overviews my research in supporting children to learn number concepts by relating number words, research-based visual supports, and math symbols. I first outline my approach to helping children build relationships between the use of concrete materials and the building of abstract concepts. I then focus on two crucial early aspects of building meanings for numbers: (1) understanding break-apart partners such as 5=3+2 that support addition and subtraction with small numbers and children’s moving on to Level 2 counting on and algebraic problem representations, and (2) the use of visual five-groups in understanding numbers 1–1000 and in drawings to support multi-digit computations. The research-based learning path of visual-spatio supports is shown and discussed for each topic, including examples of children’s math drawings for representing word problems algebraically and for multi-digit computations. I have found math drawings to be a key visual support that helps children transition to working meaningfully with symbols and words alone. I close with a brief discussion of the difficulties children have with the number line. This overview can provide a framework within which future research on number learning by individuals with trisomy 21/Down syndrome can proceed.  相似文献   

Peer Relationships and Emotional Well-Being of Youngsters with Sickle Cell Disease   总被引：5，自引：0，他引：5  

Robert B. Noll  Kathryn Vannatta  Kristine Koontz  Karen Kalinyak  William M. Bukowski  W. Hobart Davies 《Child development》1996,67(2):423-436

Comparisons with measures of peer relationships and emotional well-being were made between youngsters with sickle cell disease (SCD) and same-classroom comparison peers. Relative to the comparison subjects, females with SCD were perceived by peers as being less sociable and less well accepted; males with SCD were perceived as being less aggressive than comparison peers. For both males and females with SCD, no other differences were identified on numerous measures of emotional well-being. None of the multiple measures of illness severity were significantly related to measures of psychological adjustment. The common side effects of SCD, chronic fatigue and small physical size, may divert males with the illness from manifesting difficulties related to aggressive behavior with peers. For females with the illness, the common side effects of the illness may hinder the development of normal social relationships. Despite chronic exposure to numerous stressful life events associated with SCD, the youngsters with the illness were remarkably similar to comparison peers, showing evidence of considerable hardiness.  相似文献