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991.
Research Findings: This research examines preschoolers' use of mental state terms in naturally occurring peer conflicts in the classroom to determine how children use mental state terms for organizing their social interactions. Analyses focus on the types, frequencies, and social interactive functions of mental state terms. Utterances (N = 166) with mental state terms from 124 conflict episodes were analyzed. Children used a number of different mental state terms, want and need being the most frequently used, to index their own and their interlocutors' desires for subtle interactive purposes. Want was paired most often with bids for action, objects, inclusion in a play area, or clarification of another child's mental state. Need was most often used when directing the other child's action or attention, to justify, clarify, or insist on their own action or previous request. Practice or Policy: Findings suggest that children's peer conflicts constitute a rich setting for the active construction of social relationships through the use of utterances with mental state language. This emphasis on peer interactions has the potential to inform new ways of supporting children's self–other development as a foundation for academic success. 相似文献
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Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy embedded within the explicit instruction framework. We highlight effective practices for each component of the framework across different mathematical strands. Implications for practice are also discussed and a detailed case study is provided. 相似文献
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Selcuk R. Sirin Lisa R. Jackson Lisa Gonsalves Angela Howell 《International journal of qualitative studies in education》2013,26(3):437-456
Recognizing the importance future aspirations play in the developmental outcomes of adolescents, this study illuminates the role that individual and contextual factors play in the formation of future aspirations among urban youth. The data for this study were collected prior to the implementation of an intervention program at an urban high school. Focus groups, questionnaires, goal maps and a group identity collage were employed to solicit the perspectives of urban adolescents about their future aspirations and the influences on them. Using a grounded theory methodology, the authors classified the multiple sources of data into a theoretical model of urban adolescents’ future aspirations. Participants’ voices, which were used to construct the theoretical model, are also provided here to vivify the model. This ‘person‐in‐context’ model encompasses both individual/contextual resources and barriers to the future aspirations of urban youth. Limitations and directions for future research are discussed. 相似文献
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Lisa D. Murley S. Kay Gandy Michael D. Sublett Darrell P. Kruger 《Teacher Development》2014,18(2):198-210
This article explores a two-year professional development initiative with four state geographic alliances. Professional development planners, whether planning for a large- or small-scale initiative or one with unlimited or limited funding, will benefit from learning about this successful professional development activity and how the impact in the lives of teachers and students was measured. The actual process of this professional development and the assessment methods that were used throughout the entire two years are both noteworthy and could serve as a model for others. 相似文献
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This article is based on data from two qualitative studies that examined the experiences of 93 tenure-line faculty members who are also mothers and fathers. Using gender schemas and ideal worker norms as a guide, we examined the pressures that professors experience amid unrealistic expectations in their work and home lives. Women participants reported performing a disproportionate amount of care in the home while simultaneously feeling unable to take advantage of family-friendly policies. In contrast, men acknowledged that, although their partners performed more care in the home, they felt penalized for wanting to be involved parents. 相似文献