Stepping stones to others' minds: maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months   总被引：4，自引：0，他引：4  

Taumoepeau M  Ruffman T 《Child development》2008,79(2):284-302

This continuation of a previous study (Taumoepeau & Ruffman, 2006) examined the longitudinal relation between maternal mental state talk to 15- and 24-month-olds and their later mental state language and emotion understanding (N= 74). The previous study found that maternal talk about the child's desires to 15-month-old children uniquely predicted children's mental state language and emotion task performance at 24 months. In the present study, at 24 months of age, mothers' reference to others' thoughts and knowledge was the most consistent predictor of children's later mental state language at 33 months. Vygotsky's zone of proximal development provides a framework within which maternal talk, first, about the child's desires and then about others' thoughts and knowledge scaffolds children's social understanding.  相似文献   

Contexts for Remedial Reading: Practice Reading and Pause,Prompt and Praise tutoring     

Gerard O'connor  Ted Glynn  Bryan Tuck 《教育心理学》1987,7(3):207-223

Abstract Fourteen residential childcare workers were trained to implement both a Practice Reading and the Pause, Prompt and Praise remedial reading procedures in school and cottage settings with 18 low‐progress readers of primary school age. Pause, Prompt and Praise procedures were introduced in each setting only if readers made insufficient progress with Practice Reading alone. Childcare workers displayed major change in their tutoring behaviour between baseline (untrained tutoring) conditions and trained tutoring conditions (Practice Reading or Pause, Prompt and Praise). Readers who received a six week programme of individual reading assistance made significant gains on standardised tests of reading accuracy and comprehension and made accelerated progress through graded book levels, while children in the comparison group did not. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between readers and tutors with the Pause, Prompt and Praise procedures.  相似文献   

Breaking the mold of pre-service and in-service teacher education: innovative and successful practices for the twenty-first century     

Ted Kesler 《Teaching Education》2013,24(3):339-342

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Performance Management for Teachers: Headteachers' perspectives     

Gill Haynes  Ted Wragg  Caroline Wragg  Rosemary Chamberlin 《School Leadership & Management》2013,33(1)

For the first time, the performance of teachers in England and Wales is being directly linked to their pay. This article traces the introduction and implementation of one strand of the UK government's performance-related pay strategy, Performance Management, from the perspective of 12 primary and secondary headteachers of schools located in three different regions of England. The empirical data gathered by the Teachers' Incentive Pay Project team, based at the University of Exeter, suggested while heads may not be against performance-related pay in principle, its practical application is seen as fraught with difficulties. The lack of guidance and clarification regarding funding arrangements, the absence of nationally agreed criteria for judging whether post-Threshold teachers should progress up the upper pay scale, and the potential divisiveness, if it is not effectively implemented, of the scheme in a culture that depends on co-operation and collaboration, meant that heads were anticipating the implementation of the link between pay and performance with some trepidation.  相似文献   

Historical Views of Film     

Ted Sennett  Leif Furhammar  Folke Isaksson  Peter Cowie  Roy Armes  Gordon Gow 《Communication Booknotes Quarterly》2013,44(4):2-3

Ted Sennett's Warner Brothers Presents: The Most Exciting Years--From "The Jazz Singer" to "White Heat" (New Rochelle, N.Y.: Arlington House, 1971---$11.95)

Leif Furhammar and Folke Isaksson's Politics and Film (New York: Praeger, 1971---$12.50)

Peter Cowie (ed.) The Concise History of the Cinema: Volume I, Before 1940. (Cranbury, N.J.: A.S. Barnes, 1971---$3.50, paper)

Roy Armes' The French Cinema since 1946: Volume I, The Great Tradition (Cranbury, N. J.: A.S. Barnes, 1970---$2.95, paper)

Gordon Gow's Hollywood in the Fifties (Cranbury, N.J.: A.S. Barnes, 1971---$2.95, paper)

Edward Wagenknecht's The Movies in the Age of Innocence (New York: Ballentine, $2.95, paper)

Thorold Dickenson's A Discovery of Cinema (New York: Oxford University Press, 1971---$8.50 with a paperback edition available)

Rachael Low's classic History of the British Film (London: Allen and Unwin, 1971---price not known)

Bob Thomas' The Heart of Hollywood: A 50-year Pictorial History of the Film Capital and the Famed Motion Picture and Television Fund (Los Angeles: Price/Stern/Stern, 1971---$7.95)

Bob Harmon's Hollywood Panorama (New York: Dutton, 1971---$3.95, paper)  相似文献   

General Communication     

James Hartley  Michael Emery  Ted Curtis Smythe  Benjamin M. Compaine  Rick D. Pullen  Marshall McLuhan 《Communication Booknotes Quarterly》2013,44(8):161-163

James Hartley, ed. The Psychology of Written Communication (New York: Nichols Publishing/ London: Kogan Page, 1980— E12.00/$30.00)

Michael Emery and Ted Curtis Smythe, eds. Readings in Mass Communication (Dubuque, Iowa: Wm. C. Brown, 1980—price not given, paper)

Benjamin M. Compaine's A New Framework for the Media Arena: Content, Process and Format (address above—$23.40)

Rick D. Pullen's Mass Media Law in California (Dubuque, Iowa: Kendall/Hunt, 1979 —$9.50, paper)

Marshall McLuhan, Kathryn Hutchon and Eric McLuhan's Media, Messages and Language: The World as Your Classroom (Skokie, Ill.: National Textbook Co., l980—price not given, paper)

Mieke Ceulemans and Guido Fauconnier's Mass Media: The Image, Role and Social Conditions of Women–A Collection and Analysis of Research Materials (Paris: Unesco/New York: Unipub, 1979—price not given, paper)

Managers' Entertainers' and Agents' Book by Walter E. Hurst (revised ed. of No. 6 in the series, 92 pp.)

How to Be a Music Publisher by Walter E. Hurst (revised ed. of No. 11 in the series, 74 pp.)

Copyright Registration Forms PA and SR by Walter E. Hurst (this is a new title, No. 16 in the series, 73 pp.)

How to Sell Your Song by Walter E. Hurst and Don Rico (this is another revision , No. 18 in the series, 95 pp.)  相似文献   

Educational/Instructional Media     

Sheila Mahony  Nick DeMartino  Robert Stengel  Don Agostino  Jayne Zenaty  Ted Carpenter 《Communication Booknotes Quarterly》2013,44(11):80-81

Sheila Mahony, Nick DeMartino, and Robert Stengel's Keeping PACE with the New Television (New York: VNU Books International, 1980---price not given, paper)

Don Agostino and Jayne Zenaty's "Home VCR Owner's Use of Television and Public Television: Viewing, Recording & Playback" (CPB, 1980---free on request, paper)

The Communications Revolution and the Education of Americans (Council on Learning, NBW Tower, New Rochelle, N.Y. 10801---$6.95, paper)

Ted Carpenter's Calling the Tune: Communication Technology for Working, Learning, and Living (National Institute for Work and Learning, Suite 301 1211 Connecticut Ave. NW, Washington 20036---$12.00, paper)

The Economics of New Educational Media: Vol 2, Cost and Effectiveness (Paris: Unesco/New York: Unipub, 1980---$18.00, paper)

A Guide to Rules and Regulations for Public Radio (National Federation of Community Broadcasters, 1000 11th St. NW (3rd floor), Washington, D.C. 20001---$50.00, loose-leaf format in notebook)  相似文献   

COLLABORATION FOR EXCELLENCE: ENGAGED SCHOLARSHIP AT COLLIN COUNTY COMMUNITY COLLEGE     

Gary Hodge  Ted Lewis  Kim Kramer  Regina Hughes 《Community College Journal of Research & Practice》2013,37(9):675-690

American democracy depends on civic involvement. However, many Americans are increasingly withdrawing from civic responsibility and community involvement. In his best-selling book Bowling Alone , Harvard sociologist Robert D. Putnam presents data showing that Americans have become increasingly unwilling to engage in ways that make American democracy successful. Collin County Community College (CCCC) is addressing civic disengagement through engaged scholarship collaboration between service learning and learning communities programs. Although college students are politically disengaged, most report being or having been involved in some form of community service in the previous year and say they are motivated by giving back to the community and making a difference. Engaged scholarship at CCCC draws on this interest in community service to enhance learning communities, create deeper learning for students, and instill values of citizenship and civic engagement. Learning communities classes blend courses from 2 or more disciplines into a single course with a common theme, enabling students to understand the connection between disciplines. Most integrate a service learning component into that theme, often in the form of a class project promoting civic involvement. Institutional research data reflect increased student retention and success in these classes and a climate of increased communication and objectivity, practical experience in community organizations, and a deeper understanding of democratic ideals. Faculty member focus groups indicate increased satisfaction with teaching, enhanced interdisciplinary knowledge, and feelings of being innovative in the classroom. Engaged scholarship at CCCC enhances student learning, helps develop a unified vision among faculty members, and benefits the community.  相似文献   

Critical Comments on Rosemier's Exaggerated Alpha Test     

Dr. Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(4):863-864

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A Pilot Study to Identify Comparison Schools for Math and Science Partnership Participating Schools: Preliminary Findings on One Math/Science Partnership     

Kenneth K. Wong  Ted Socha 《Peabody Journal of Education》2013,88(4):654-673

This pilot study proposes a set of analytical steps for comparing schools that participate in the National Science Foundation's Math and Science Partnership (MSP) Program and their nonparticipating peers in the same state. This pilot is part of a larger effort to evaluate the MSP Program's role in student achievement, with two companion analyses. Although our pilot study uses a comparative approach, the study by Dimitrov in this issue follows a within-group design. The third analysis by Yin and his associates in this issue covers the varied designs used by the MSPs themselves in their own evaluations.

In this pilot, we focus on a sample of participating schools in one MSP in one state. The nonparticipating schools were carefully matched with the program participating schools on eight demographic variables to form a comparison group. This article offers detailed documentation on how we operationalize two matching methods for comparative purpose. We conclude that carefully executed matching methods are promising for large scale comparative analysis on the effects of the MSP Program across different states.  相似文献