Influences of Teacher–Child Social Interactions on English Language Development in a Head Start Classroom     

Ruth Alfaro Piker  Lesley A. Rex 《Early Childhood Education Journal》2008,36(2):187-193

Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school. This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’ language learning. It reinforces the importance of student engagement in social interactions with teachers and with English other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances for English learning interactions for students.

Lesley A. RexEmail: URL: http://www.umich.edu/~rex/

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Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia   总被引：1，自引：0，他引：1  

Daniel C. Moos  Roger Azevedo 《Instructional Science》2008,36(3):203-231

We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with hypermedia. Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition. During the experimental session, each participant individually completed a pre-test on the circulatory system, a pre-task motivation questionnaire, one 30-min hypermedia learning task during which they learned about the circulatory system, a motivation questionnaire at three regular intervals during this learning task, a post-test on the circulatory system, and a post-task motivation questionnaire. Results indicated that while participants in both conditions gained declarative knowledge, participants who received conceptual scaffolds during learning demonstrated deeper understanding of the circulatory system on the post-test. In terms of self-regulatory processes, the results indicated that participants in the CS condition used significantly more planning processes during learning than participants in the NS condition. Additionally, participants in both conditions significantly decreased their use of strategies as they progressed through the learning task. Regarding motivation while learning with hypermedia, results indicated that participants in both conditions reported significantly increased levels of interest as they progressed through the learning task. Furthermore, participants in the CS condition reported the task as being easier and putting forth less effort than participants in the NS condition.

Daniel C. MoosEmail:

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The representation and attainment of students with dyslexia in UK higher education   总被引：1，自引：0，他引：1  

Richardson  John T.E.  Wydell  Taeko N. 《Reading and writing》2003,16(5):475-503

Using a database of allstudents in higher education in the UK in1995–1996, students with dyslexia and those withno reported disability were compared in termsof demographic properties, programmes of studyand academic attainment. Students with dyslexiaconstituted 0.42% of all students resident inthe UK. Their representation varied with age,gender, ethnicity and entrance qualificationsand with their level, mode and subject ofstudy. Students with dyslexia were more likelyto withdraw during their first year of studyand were less likely to complete theirprogrammes of study, although with appropriatesupport the completion rate of students withdyslexia can match that of students with nodisabilities. In addition, students withdyslexia who completed first-degree programmestended to gain a poorer class of honours thanstudents with no reported disability, but 40%obtained first-class or upper second-classhonours. In short, dyslexia may havedeleterious consequences for progression,completion and achievement in higher education,but it is by no means incompatible with a highlevel of success, given appropriate commitmenton the part of the students and appropriateresources on the part of their institution.  相似文献   

Guidance Policies: The Trojan Horse     

Peter?PlantEmail author 《International Journal for Educational and Vocational Guidance》2005,5(2):101-109

Guidance policies are often formulated in general terms. The recent European Union Resolution on Lifelong Guidance, for example, runs along two main lines. One line pursues the policy goal of creating a more inclusive society with active citizens. The other line pursues global competitiveness. These two pursuits may seem to present conflicting policy goals. The dilemmas that guidance practitioners encounter in this context are typically for individual guidance practitioners to resolve on their own. This article points to some of the issues at stake in terms of policy-making against social exclusion, and it suggests three possible guidance strategies: solving, preventing and coping.

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Résumé. Politiques d’orientation: le cheval de Troie Les politiques d’orientation sont souvent formulées en termes généraux. La récente Résolution de l’Union Européenne des syndicats concernant l’orientation tout au long de la vie, par exemple, trace deux axes principaux. L’un de ces axes correspond à un but politique de création d’une société qui comprenne davantage de citoyens actifs. L’autre axe correspond à un objectif de compétitivité globale. Ces deux axes peuvent sembler correspondre à des buts politiques contradictoires. La résolution des dilemmes que rencontrent les praticiens de l’orientation dans ce contexte est en général laissée à leur libre appréciation. Cet article pointe certains des problèmes en jeu en termes de définition d’une politique contre l’exclusion sociale et suggère trois stratégies possibles d’orientation: résolution, prévention et adaptation.Zusammenfassung. Berufsberatungs-Politiken: Das Trojanische Pferd Berufsberatungpolitiken sind häufig auf der Grundlage allgemeiner Leitlinien formuliert. Die aktuelle Europäische Resolution zur lebenslangen Berufsberatung beispielsweise orientiert sich an zwei Hauptlinien. Eine Linie verfolgt das politische Ziel, mit aktiven Bürgern eine Gesellschaft zu entwickeln, die stärkere Beteiligung ermöglicht. Die andere Linie betont die globale Konkurrenzfähigkeit. Diese beiden Zielsetzungen könnten auf den ersten Blick als konkurrierende politische Ziele aufgefasst werden. Die Dilemmata, denen Berufsberaterinnen in diesem Zusammenhang ausgesetzt sind, sind typischerweise für das Feld der Berufsberatung von den BeraterInnen alleine aufzulösen. Dieser Artikel weist im Sinne einer Politik gegen sozialen Ausschluss auf einige Aspekte hin, die auf dem Spiel stehen, und er schlägt drei mögliche Beratungsstrategien vor: Lösung, Vermeidung und Anpassung.Resumen. Políticas de Orientación: el Caballo de Troya Las políticas de orientación se suelen formular en términos generales. La reciente Resolución de la Unión Europea sobre el Aprendizaje a lo Largo de la Vida, por ejemplo, se plantea en torno a dos ejes o líneas principales. La primera tiene como objetivo la política de crear una sociedad más inclusiva con ciudadanos activos. La otra línea promueve la competitividad global. Parece que estas dos finalidades podrían llevar a metas políticas contradictorias. Los dilemas que se les presenta a los orientadores en este contexto normalmente tienen que resolverlos por su cuenta. Este artículo pone de manifiesto algunas cuestiones que están en juego en relación a las políticas contra la exclusión social, y sugiere tres estrategias de orientación posibles: resolución, prevención, y manejo de la situación.

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Resistance to interference in complex negative patterning     

Willams DA  Gawel JD  Mehta R  Reimer S 《Learning & behavior》2005,33(4):417-427

Resistance to interference was examined in rats that received a complex negative patterning discrimination in which XA and XB were followed by food reinforcement and XAB was not. Retention of the discrimination was evident after separate reinforcement of both A and B (Experiment 3), but not after reinforcement of either AB (Experiments 1 and 3) or XAB (Experiments 2 and 3). These data suggest that complex negative patterning discriminations are acquired configurally and that the relative similarity of the original discrimination and subsequent interference trials dictates the final degree of retention observed.  相似文献   

Teaching emotion understanding     

Francisco Pons  Paul L. Harris  Pierre-André Doudin 《European Journal of Psychology of Education - EJPE》2002,17(3):293-304

The main goal of this research was to assess whether it is possible to help children develop their general understanding of emotions. Thirty-six nine-year-old children divided in two groups were examined using a pre-test/train/post-test design. The emotion understanding of the two groups was measured in the pre- and post-test phases using the Test of Emotion Comprehension (TEC). The experimental group received a teaching program about emotions during the training phase: School Matters In Lifeskills Education (SMILE). The control group received no special teaching about emotion during this phase. Results showed that the level of emotion understanding in the experimental group improved significantly between the pre- and post-test whereas no such change occurred in the control group. The theoretical and practical implications of the findings are discussed.  相似文献   

Mothers' Concepts of Young Children's Areas of Personal Freedom   总被引：2，自引：0，他引：2  

Larry Nucci  Judith G. Smetana 《Child development》1996,67(4):1870-1886

White suburban working- to upper-middle-class mothers ( N = 40) of children ages 5 and 7 were interviewed regarding their concepts of children's areas of personal discretion, autonomy, and individuality. Mothers treated standardized moral, conventional, and prudential items as issues that mothers should control, while standardized personal items were treated as up to the child. In open-ended interviews, mothers reported setting limits around issues of safety, family conventions, and daily routines but permitted children to make decisions about food, recreational activities, clothes, and playmates. Mothers viewed mother-child conflict as occurring over these same issues and viewed children's choices as helping them to develop autonomy and competence. Mothers viewed their roles as educators and nurturers and valued the development of individuality in their children, which was thought to emerge in infancy or toddlerhood. Few age differences were observed, but gender differences were found in the ways mothers characterized boys and girls' resistances to parental authority and in the content of mother-child disputes. Results were interpreted in terms of the emergence of the personal domain in children.  相似文献   

Institutions,Individuals and Talk: The Construction of Identity in Fine Art     

SALLY E. MITCHELL 《The International Journal of Art & Design Education》1996,15(2):143-154

This paper is based on research in a university department of Fine Art. It is an exploration of the ways in which learning takes place - or fails to - in the spoken interchanges between tutors and students known as ‘cross-section crits’. The discussion draws on Harre's model of social and personal development and on a notion of argument to understand the place of shared knowledge and discourse, as well as conflict, in the construction of distinctive personal identity. Three examples of ‘crits’ are examined. These suggest insights into the culture of the fine art institution and offer implications for the role and conduct of talk and language in the teaching and learning process.  相似文献   

The University Presidency: Do Evaluations Make a Difference?     

William E. Davis  Douglas R. Davis 《Journal of Personnel Evaluation in Education》1999,13(2):119-140

High turnover and short tenures are the norm for state university presidents in the last part of the twentieth century. Depending on the type of institution, the average state university president stays in office about four years, some three years shorter than the national average of seven years for all higher education institutions. The article discusses this trend and relates length of tenure to the formal and informal evaluations of presidents. Beginning with a presentation of presidential tenure (time in office) data and a discussion of the benefits of longer terms, the article continues with a dialogue on the role of the president in state institutions of higher education. It is argued that the position of president necessitates constituent leadership with presidents often expected to please all constituencies. Included in this discussion are the nature, role, and effectiveness of evaluations of university presidents. The authors conclude that evaluations of presidents make little difference in decisions to retain or remove presidents. Even a good or great evaluation does not offset the impact of the unforseen event or changes in political leadership within a state or on a board. The authors agree that annual reviews or reports are valuable in improving a presidents performance and leadership. Evaluations make a difference when they are supervised by individuals with direct knowledge of the job, are fair in terms of expectations from often divergent constituent groups, and focus on maximizing the ability of the president to improve the institution.  相似文献   

The Sources of Error in Spanish Writing (Research Note)     

Fernando Justicia  Sylvia Defior  Santiago Pelegrina  Francisco J. Martos 《Journal of Research in Reading》1999,22(2):198-202

The main aim of this study was to determine the pattern of errors in Spanish spelling. Specifically, we were interested in discovering if all Spanish words have similar levels of spelling difficulty or whether there are types of words that cause a high percentage of spelling errors. 972 children aged between 8 to 10 years were requested to write a short spontaneous story. Our objective was to analyse and to propose a classification system for the errors made by children in the initial stages of the acquisition of spelling skills. The results indicate (a) that the diverse forms of only 20 Spanish words produce 36 per cent of the spelling errors in Spanish, and (b) that substitution is the most frequent type of error (68 per cent of total errors), which occurs as a consequence of an inadequate knowledge of the rules of phoneme-grapheme correspondence. These findings have relevance for the teaching of writing in Spanish.  相似文献