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This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language. 相似文献
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This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents’ expectations of and involvement with novice mathematics teachers; teacher–student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers. 相似文献
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The present study examines the effects of early emotional experiences on children's regulation or strategic control of attention in the presence of interpersonal hostility. Abused children's reactions to the unfolding of a realistic interpersonal emotional situation were measured through multiple methods including autonomic nervous system changes and overt behavioral performance. Although physically abused and non-physically abused 4-year-old children did not differ in terms of their baseline levels of arousal, marked differences in physically abused children's regulatory responses to background anger emerged. These data suggest that the emergence of anger leads to increases in anticipatory monitoring of the environment among children with histories of abuse. Results are discussed in terms of risk factors in the development of psychopathology. 相似文献
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Paul Boxer L. Rowell Huesmann Eric F. Dubow Simha F. Landau Shira Dvir Gvirsman Khalil Shikaki Jeremy Ginges 《Child development》2013,84(1):163-177
Bronfenbrenner’s (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children’s aggression via analyses of 3 waves of data (1 wave yearly for 3 years) from 3 age cohorts (starting ages: 8, 11, and 14) representing three populations in the Middle East: Palestinians (N = 600), Israeli Jews (N = 451), and Israeli Arabs (N = 450). Results supported a hypothesized model in which ethnopolitical violence increases community, family, and school violence and children’s aggression. Findings are discussed with respect to ecological and observational learning perspectives on the development of aggressive behavior. 相似文献
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Shira Wolosky 《Children‘s Literature in Education》2014,45(4):285-297
The formative power of children's literature is both great and suspicious. As a resource of socialization, the construction and experience of children's literature can be seen as modes of disciplinary coercion such as Michel Foucault has anatomized. Harry Potter, as a “craze” phenomenon, has attracted particular controversy due to its intense commercialization and dissemination, raising questions about its socializing roles. Here I argue that Harry Potter itself addresses, represents, and reflects on socializing disciplines as both psychological and socio-historical processes, with special focus on and implications for educational scenes and methods. Discipline is shown to be inevitable and necessary, but not only in the coercive ways of Foucault. It is no less important for constructing the self in positive senses. Hogwarts, as the central site of action, becomes a stage for a wide variety of educational models and disciplinary modes and goals. These range from Dolores Umbridge, whose classroom is coercively disciplinary in full Foucauldian sense; through Snape's abuses of power, Albus Dumbledore's modelling of educational and moral values, and Harry's own role as student-teacher exemplifying educational principles which Jerome Bruner and others have called a “community of learning.” This variety of educational experiences explores the possibilities through which discipline emerges not only as coercive, but also as formative in ways that are maturing, strengthening, and rewarding: a possibility with strong implications for questions of socialization and creativity in general. Harry Potter concludes with a reconstitution of self and society, in a way that endorses discipline even as it suspects its coercive abuses. This becomes not only a personal project but an explicitly social and political one, requiring both critique and investment in culture. Socialization then is shown to be a process of formation that is not merely coercive but creative. 相似文献
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Maya Golan Gonen Singer Neta Rabin Dvir Kleper 《Assessment & Evaluation in Higher Education》2020,45(7):988-1000
AbstractIn this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N?=?2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions. 相似文献
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This case study of a first grade teacher enacting a social action curriculum is based on the understanding that schools can be sites where even young children can work toward the common good. This paper examines the way a first grade teacher (Paula Rogovin) and her students built solidarity with a community member and in turn adopted a new social concern as their own. We identify, detail, and analyze the building of ties of solidarity as a practice enacted within a social action curriculum. 相似文献
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This paper centers on the process of conducting research on children’s social development through a partnership between university‐based researchers and teachers and students in an urban New England school district. It does so through the eyes of its first author, a second year graduate student who is negotiating the dual roles of researcher and teacher. In the process of investigating more about young children’s perceptions of teasing in conjunction with her research team, this student learns that theories about children’s social awareness developed in university settings virtually always require modification when examined in the real world. Ultimately, she concludes that the partnership between theorists and practitioners leads to a fine‐tuning of research protocols that elicit more complicated and variable responses from students, and that classroom climate factors, temporary or longstanding, may either facilitate or prevent effective data collection and analysis. 相似文献