Two studies of low income parents' involvement in schooling     

Bonnie Klimes-Dougan  Jose A. Lopez  Perry Nelson  Howard S. Adelman 《The Urban Review》1992,24(3):185-202

An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research.  相似文献   

The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong     

Fung PC  Chow BW  McBride-Chang C 《Journal of deaf studies and deaf education》2005,10(1):82-95

The present study investigated the effects of a special interactive dialogic reading method developed by Whitehurst et al. (1988) on deaf and hard-of-hearing children in Hong Kong. Twenty-eight deaf and hard-of-hearing children in kindergarten, first, or second grade were pretested on a receptive vocabulary test and assigned to one of three conditions, dialogic reading, typical reading, and control, with age and degree of hearing loss matched. After an 8-week intervention, the children were re-tested. The dialogic reading group had a significantly greater improvement in vocabulary scores than did the other two groups. Parent-child interactions of high quality and the use of pictorial materials are likely the key successful factors in the program. The educational value of this intervention is discussed.  相似文献   

Educational reforms and the practices of professional learning community in Hong Kong primary schools     

Nicholas Sun-Keung Pang  Ting Wang  Zoe Lai-Mei Leung 《Asia Pacific Journal of Education》2016,36(2):231-247

Abstract

This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices.  相似文献   

Tissue-specific expression,developmentally and spatially regulated alternative splicing,and protein subcellular localization of <Emphasis Type="Italic">OsLpa1</Emphasis> in rice     

Hai-ping Lu  Wei-qin Pang  Wen-xu Li  Yuan-yuan Tan  Qing Wang  Hai-jun Zhao  Qing-yao Shu 《Journal of Zhejiang University. Science. B》2016,17(2):100-109

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经营文化与文化经营     

庞东顺 《鸡西大学学报》2004,4(1):42-43

经营文化从属于企业文化，是企业管理从着重生产过程和行为控制向着对人的管理和行为控制的发展成果，它的核心是服务。文化经营是相时于商品经营和资本经营而言的，是企业经营的一种新的境界。物、资、人的配合、经济与社会的协调发展、规模与效益并重是文化经营的本质内涵。  相似文献   

Changes in Korean Science Teachers' Perceptions of Creativity and Science Teaching After Participating in an Overseas Professional Development Program     

Soonhye Park  Soo-Young Lee  J. Steve Oliver  Bonnie Cramond 《Journal of Science Teacher Education》2006,17(1):37-64

This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices.  相似文献   

A cognitive perspective on second language acquisition process     

Pang Ji-xian 《浙江大学学报(A卷英文版)》2001,2(2):237-240

Second language acquisition (SLA) has been one of the central topics in cognitive science. Various theories regarding the SLA process have evolved and have been a subject of debate over the years. With a critical review of the competing theories of cognition and language development, this paper examines the differences between L1 and L2 acquisitional processes and then proposes a model of SLA process from a cognitive information-processing perspective. The pedagogic implications of this model are also discussed.  相似文献   

Nonsense passage reading as a diagnostic aid in the study of adult familial dyslexia     

K. Gross-Glenn  Bonnie Jallad  Loriana Novoa  Valerie Helgren-Lempesis  H. A. Lubs 《Reading and writing》1990,2(2):161-173

We examined Nonsense-Passage oral reading in adults, using data derived from new and previously published studies (Finucci et al 1976, Gross-Glenn et al 1985). Time-scores and error-frequency data are presented for five samples of non-dyslexic readers with a minimum of a high-school education and no childhood history of dyslexia (N=127). Considerable uniformity is demonstrated across these samples, and reading performance of non-dyslexic individuals contrasts sharply with that observed in four samples of adult familial dyslexics. Both affected and compensated-affected dyslexic subjects read the passages significantly more slowly and with more errors than did nondyslexic readers. Results are discussed in relation to the cognitive and neural processes that may underlie this specific reading difficulty in dyslexics. We have found Nonsense-Passage reading to be especially useful in family studies of inherited dyslexia as a means of quantifying oral reading deficits in adults who have learned to compensate for their children reading difficulties.  相似文献   

从哲学角度透视知识社会形态     

庞跃辉 《上海师范大学学报(哲学社会科学版)》2002,31(3):8-13

知识社会是建立在对知识价值的深刻认识和充分利用基础上的一种社会形态，是以知识型人力资源为其社会主体，通过大力营造学习，传递，利用，创造，共享知识的社会取向和运动机制，深入开发，充分利用知识价值，以实现社会经济和文化的加快发展，知识社会的生成对人们的思维方式，行为方式，生活环境产生着巨大影响，科学把握知识社会的本质特征，深刻认识知识社会的生成条件，正确对待知识社会的巨大影响，是现代哲学必须关注的一个重要理论和现实问题。  相似文献   

工科院校计算方法课程混合式教学模式探索     

庞薇薇  潘晓丽  武昭阳 《成才之路》2020,(8):14-15

文章针对工科院校计算方法课程的特点和所面临的教学现状,探究计算方法课程线下线上混合式教学模式的应用方法,从而创新高校教学模式,优化课程内容,加强师生间的信息化互动,形成独特的评价体系,提高课程教学效果。线上线下混合式教学模式的实施包括三部分:课前内容安排,课中知识点讲解,课后测评及反馈。  相似文献