Infants’ and Young Children's Imitation of Linguistic In‐Group and Out‐Group Informants          下载免费PDF全文

Lauren H. Howard  Annette M. E. Henderson  Cristina Carrazza  Amanda L. Woodward 《Child development》2015,86(1):259-275

Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.  相似文献   

Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise     

Ilana Seidel Horn  Britnie Delinger Kane 《学习科学杂志》2015,24(3):373-418

Increasingly, instructional improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers’ talk and professional learning remains underspecified. Using a discourse perspective on learning, this article compares opportunities to learn (OTLs) in the collaborative conversations of 3 mathematics teacher workgroups. We examined the differences in OTLs in 17 hr of videotaped meetings from 3 groups at different levels of instructional accomplishment in secondary mathematics. Using mixed methods, we uncovered differences in the groups’ interactions and found that OTLs were not equally distributed. Instead, teacher groups whose active participants demonstrated the greatest facility with ambitious instruction also had the richest conversational OTLs. We interpret this as an accumulated advantage developmental story: Because collaborative work in teaching involves problem posing and the articulation of practice, teachers’ conceptions get built into the framing and discussion of pedagogical problems. Accomplished teachers are thus positioned to learn more from talking with colleagues. This analysis contributes to understanding of how OTLs are constituted in teacher workgroups, with implications for making better use of teacher collaboration for professional learning.  相似文献   

Here’s How to Provide Intervention for Children with Autism Spectrum Disorder: A Balanced Approach     

Lauren Sperotto 《International Journal of Disability, Development & Education》2015,62(6):678-679

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A Bridge Built One Brick at a Time: An Open Letter of Thanks to the Arts     

Lauren Lavoie 《Teaching Artist Journal》2015,13(1):36-38

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‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献   

Supporting emotion regulation in individuals with ASD,ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies     

Lauren A. Delisio  Diane Casale-Giannola  Caitlyn A. Bukaty 《Journal of Research in Special Educational Needs》2023,23(2):136-146

Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.  相似文献   

Assessing anxiety in youth with autism spectrum disorder     

Lauren J. Moskowitz  Megan Braconnier 《Psychology in the schools》2023,60(2):329-344

Anxiety is now recognized as one of the most common co-occurring conditions in youth diagnosed with autism spectrum disorder (ASD). Despite the prevalence of this comorbid condition, accurate assessment and diagnosis of anxiety in ASD has proven difficult. This paper will address the considerable research literature on assessing anxiety in youth with ASD, including difficulties related to assessment and differential diagnosis. In addition, this paper will describe relevant tools and methods for assessing anxiety in this complex population.  相似文献   

Ties that Bind: Familial Homophobia and Its Consequences by Sarah Schulman     

Lauren Walleser 《Journal of American culture (Malden, Mass. : 2003)》2010,33(2):163-164

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Bruce W. Tuckman (1938–2016)     

Lauren Hensley  D'Arcy Oaks  Brian Janssen 《Journal of Experimental Education》2017,85(1):1-2

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Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk          下载免费PDF全文

Maree Davies  Katharina Kiemer  Kane Meissel 《British Educational Research Journal》2017,43(5):968-987

This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.  相似文献