Assessing emergent literacy in preschool classrooms     

C. Melanie Schuele  Joanne Erwick Roberts  Jill Fitzgerald  Patti Lucas Moore 《Early Childhood Education Journal》1993,21(2):13-21

Recent research on the literacy development of children during the preschool years has emphasized the notion of “emergent literacy,” according to authors Kontos (1986) and Teale and Sulzby (1986). According to this view, preschool children learn about reading and writing as they participate in a literate culture. Early social interactions involving print are crucial to children's reading and writing development, according to the Early Childhood and Literacy Development Committee (1986).  相似文献   

Risk-based school inspections: impact of targeted inspection approaches on Dutch secondary schools     

Melanie C. M. Ehren  Nichola Shackleton 《Educational Assessment, Evaluation and Accountability》2016,28(4):299-321

In most countries, publicly funded schools are held accountable to one inspectorate and are judged against agreed national standards. Many inspectorates of education have recently moved towards more proportional risk-based inspection models, targeting high-risk schools for visits, while schools with satisfactory student attainment levels are excluded from inspections. This paper looks into these newer inspection models and aims to enhance our understanding of the potential effectiveness of such targeted models on student attainment and other performance indicators. Random effects models, analyzing changes in schools over time, indicate that targeted inspections particularly have an effect on student attainment in literacy in weak schools, while also impacting on student satisfaction, student numbers and student-staff ratios.  相似文献   

School violence,school differences and school discourses     

Chris Watkins  Melanie Mauthner  Roger Hewitt  Debbie Epstein  Diana Leonard 《British Educational Research Journal》2007,33(1):61-74

This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept.  相似文献   

Intergenerational transmission of social anxiety: the role of social referencing processes in infancy     

Murray L  de Rosnay M  Pearson J  Bergeron C  Schofield E  Royal-Lawson M  Cooper PJ 《Child development》2008,79(4):1049-1064

Responses to an unfamiliar adult were examined in infants of mothers with social phobia ( N = 79) and infants of nonanxious comparison mothers ( N = 77) at 10 and 14 months in a social referencing paradigm. On each occasion, a female stranger first interacted with the mother and then approached and interacted with the infant. Over time, infants of mothers with social phobia showed increasing avoidance of the stranger, particularly when they were behaviorally inhibited. In boys, maternal social phobia was associated with increasing fearful responses. Infant avoidance was predicted by expressed maternal anxiety and low levels of encouragement to interact with the stranger. The findings are discussed in relation to theories concerning the intergenerational transmission of social anxiety.  相似文献   

Creating spaces to belong: listening to the voice of girls with behavioural,emotional and social difficulties through digital visual and narrative methods     

Melanie Nind  Georgie Boorman  Gill Clarke 《International Journal of Inclusive Education》2013,17(7):643-656

While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and narrative methods we have been listening to girls excluded from mainstream education. They attend Kahlo School, a small special, girl-only secondary provision in the south of England, and our focus has been on gathering their views as stakeholders in the school and engaging them in curriculum and school development. In this paper, we reflect on the affordances of visual and digital methods and on how the girls perceive their educational inclusion and exclusion. We discuss the themes of space, identity, relationships and community that have emerged from analysis of the data, and conclude by outlining the importance of the core messages about belonging and not belonging that we heard in the girls' accounts.  相似文献   

An Australian perspective of a forest school: shaping a sense of place to support learning     

Fiona Cumming  Melanie Nash 《Journal of Adventure Education & Outdoor Learning》2013,13(4):296-309

There is growing discussion on the use of local outdoor environments to enhance a person’s sense of belonging. Sense of belonging and sense of place are components that can promote positive learning identities and attachments to community and, in turn, address issues of cycles of disadvantage. This article researched the impact of an interpretation of the forest school approach to learning in a primary school in regional Western Australia. Using a case-study approach, the research aimed to develop understandings of experiences with regard to self-esteem, sense of belonging and engagement and how these factors supported learning. Results indicated that strategies such as those suggested by the forest school approach can promote a sense of self, belonging and relational connections. These in turn can help to develop dimensions of place, identified as place attachment and place meaning. This has implications for future planning by providing greater depth in understanding the impact of the forest school approach to teaching and learning within the context of the single case primary school. It also raises questions as to how place-shaped identity nurtured in this approach to learning can be positively transferred back into the school and classroom setting.  相似文献   

Students' perceptions of teachers' nonverbal behavior: Comparison of American and international students' classroom response     

Melanie Booth‐Butterfield  Tomoka Noguchi 《Communication Research Reports》2013,30(3):288-298

For some international students, teachers' nonverbal immediacy may constitute a violation of expectations in classroom behavior. Using Expectancy Violation Theory framework, this study investigated differences in students ‘perceptions of teachers’ nonverbal immediacy by comparing American and international students studying in the U.S. The findings confirmed that (1) teachers' nonverbal immediacy is perceived as more appropriate by American students than by international students, (2) there are differences in evaluations of specific nonverbal immediacy behaviors by American students and international students, and (3) perceptions depended on student gender for some behaviors, but not teacher's gender. Learning was more positively related to perceived immediacy behaviors for international students than their American counterparts.  相似文献   

The role of affective orientation in the five factor personality structure     

Melanie Booth‐Butterfield  Steve Booth‐Butterfield 《Communication Research Reports》2013,30(4):301-313

This study examined how Affective Orientation (AO) is positioned within the Five Factor model of personality to impact communication processes. Being emotionally guided by one's emotions should not be redundant with the lexically‐driven factors, but should demonstrate conceptual overlap in appropriate areas, a prediction which was confirmed.

AO related only to Extraversion and Neuroticism (n=234) but not to Conscientiousness, Openness, or Agreeableness. Importantly the Five Factor model accounted for 20% of the AO variance, and AO demonstrated factorial independence, suggesting that Affective Orientation is best described at the facet level of the Five Factor model. Females scored significantly higher than males on AO, Conscientiousness, Extraversion, and Agreeableness.  相似文献   

Transforming Libraries,Building Communities: The Community-Centered Library by Julie Biando Edwards,Melissa S. Robinson,and Kelley Rae Unger     

Melanie L. Freese 《Public Services Quarterly》2013,9(4):280-281

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Topic Avoidance,Everyday Talk,and Stress in Romantic Military and Non-Military Couples     

Brandi N. Frisby  Kerry Byrnes  Daniel H. Mansson  Melanie Booth-Butterfield  Meagan K. Birmingham 《Communication Studies》2013,64(3):241-257

Relationships are increasingly impacted by military involvement, necessitating a deeper understanding of communication within these couples. This study examined perceptions of everyday talk, topic avoidance, and stress of participants romantically involved with (a) a military partner (n = 118) or (b) a non-military partner (n = 94). Couple types avoided similar topics, but non-military partners avoided these topics more frequently than military partners. Both couple types engaged in everyday talk, but military partners found this communicative exchange to be more important. Non-military partners experienced greater stress than military partners, and communication was predictive of the stress experienced. The results of this study highlight similarities and differences in romantic couples and reveal areas in which relationship education can address these communicative nuances of military couples.  相似文献