English-Spanish Cognates and the Pura Belpré Children's Award Books: Reading the Word and the World     

José A. Montelongo  Anita C. Hernández  Roberta J. Herter 《Multicultural Perspectives》2014,16(3):170-177

English-Spanish cognates are an important subset of words in both the English and Spanish languages. Cognates are words that possess identical or nearly identical spellings and meanings in both languages as a result of being derived from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school texts.

?The Pura Belpré Children's Book Award has been given since 1996 to outstanding children's and young adult literature that represents, affirms, and celebrates the Latino cultural experience. The books are judged for their literary and artistic quality.

?There are many English-Spanish cognates in each of the Pura Belpré picture books. The purpose of this article is to introduce the Pura Belpré Cognate Database, which lists all of the English-Spanish cognates for each of the children's picture books that have won the award or have been designated as honor books. Ideas for vocabulary, spelling, and morphology lessons or mini-lessons are also presented.  相似文献   

An examination of the effectiveness of a sexual ethics curriculum     

Sharon Lamb  Renee Randazzo 《Journal of moral education》2016,45(1):16-30

This article presents early evaluation data on the effectiveness of an ethics-based sex education program, the Sexual Ethics for a Caring Society Curriculum (SECS-C), which strives to develop adolescents’ thinking about sex so that they might act ethically in relation to other people and reflect ethically upon sexual messages and events in the world around them. Unlike typical evidence-based curricula that measure prevention goals from a health perspective, effectiveness was measured in terms of attitude change. Seventy-nine 9th graders from 7 diverse classrooms at a charter school received 8 lessons from the curriculum. Pre and post measures assessed belief in rape myths (the Illinois Rape Myth Acceptance Scale) and bystanderism (the Bystander Attitude Scale, Revised (BAS-R)). The students showed improvements with regard to rape myth attitudes but not with regard to their beliefs in the likelihood of intervening in troublesome sexual situations.  相似文献   

Investigative interviews of alleged sexual abuse victims with and without anatomical dolls     

Michael E. Lamb  Irit Hershkowitz  Kathleen J. Sternberg  Barbara Boat  Mark D. Everson 《Child abuse & neglect》1996,20(12):1251-1259

Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings.  相似文献   

Examination of the Nonlinear Dynamic Systems Associated with Science Student Cognition While Engaging in Science Information Processing     

Richard Lamb  Andy Cavagnetto  Tariq Akmal 《International Journal of Science and Mathematics Education》2016,14(1):187-205

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The Needs-Based Assessment of Parental (Guardian) Support: a test of its validity and reliability     

Bolen RM  Leah Lamb J  Gradante J 《Child abuse & neglect》2002,26(10):1081-1099

OBJECTIVE: The purpose of this paper is to present a newly developed measure of guardian support, the Needs-Based Assessment of Parental (Guardian) Support (NAPS), an empirical evaluation of that measure, and its comparison with another measure of guardian support. The theoretical model that underlies this measure applies humanistic theory and Maslow's hierarchy of needs to the understanding of guardian support. METHOD: The study employed a cross-sectional nonexperimental survey design using 183 nonoffending guardians who accompanied children presenting for a medical/forensic examination for sexual abuse. The NAPS and an existing measure of guardian support were administered during the hospital outpatient visit, and basic information concerning the child and abuse situations were gathered. RESULTS: The NAPS had robust psychometric properties and was culturally sensitive. Tests of specific hypotheses supported the construct validity of the measure and a conceptualization of guardian support as hierarchical, with four stages of support. CONCLUSIONS: The brevity and ease of administration of the NAPS for both the clinician and guardian suggest that it is a viable assessment tool. The strong support for the NAPS' underlying theoretical model suggests that the nonoffending guardians' available resources need to be considered when assessing guardian support.  相似文献   

Virtual Reality Simulation: Effects on Academic Performance Within Two Domains of Writing in Science     

Lamb  Richard L.  Etopio  Elisabeth  Hand  Brian  Yoon  Sae Yeol 《Journal of Science Education and Technology》2019,28(4):371-381

The purpose of this study was to investigate the role textbooks can play on writing complexity and lexical density as a proxy for critical thinking and ultimately learning, in relation to argumentative and summative writing when integrated with a virtual reality experience. In this study, differences in writing complexity and lexical density scores were measured across four different pedagogical modalities: VR alone, VR followed by textbook readings, textbook readings followed by VR, and textbook readings alone. Adult students, recruited from non-science-based higher education programs, responded to two prompts related to content found in the VR environments and discussed in the textbooks. The authors hypothesized that exposure to a virtual marine environment prior to responding to the writing prompts would enhance both argumentative and summative writing products, when compared to participants who only had access to the textbook experiences. Participants who were exposed to the VR environment then a textbook demonstrated significantly greater writing complexity and lexical density scores than those who had access to VR alone, or access to the text alone.

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Children with autism illuminate the role of social intention in word learning   总被引：2，自引：0，他引：2  

Parish-Morris J  Hennon EA  Hirsh-Pasek K  Golinkoff RM  Tager-Flusberg H 《Child development》2007,78(4):1265-1287

To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age=5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages=2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.  相似文献   

A structured forensic interview protocol improves the quality and informativeness of investigative interviews with children: a review of research using the NICHD Investigative Interview Protocol     

Lamb ME  Orbach Y  Hershkowitz I  Esplin PW  Horowitz D 《Child abuse & neglect》2007,31(11-12):1201-1231

OBJECTIVE: To show how the results of research on children's memory, communicative skills, social knowledge, and social tendencies can be translated into guidelines that improve the quality of forensic interviews of children. METHOD: We review studies designed to evaluate children's capacities as witnesses, explain the development of the structured NICHD Investigative Interview Protocol, and discuss studies designed to assess whether use of the Protocol enhances the quality of investigative interviews. RESULTS: Controlled studies have repeatedly shown that the quality of interviewing reliably and dramatically improves when interviewers employ the NICHD Protocol. No other technique has been proven to be similarly effective. CONCLUSIONS: Use of the structured NICHD Protocol improves the quality of information obtained from alleged victims by investigators, thereby increasing the likelihood that interventions will be appropriate.  相似文献   

Improving credibility assessment in child sexual abuse allegations: the role of the NICHD investigative interview protocol     

Hershkowitz I  Fisher S  Lamb ME  Horowitz D 《Child abuse & neglect》2007,31(2):99-110

OBJECTIVES: The study was designed to explore whether the credibility of children's statements regarding their alleged experiences of child sexual abuse could be assessed in a more valid and reliable way when investigative interviews were conducted using the NICHD protocol rather than in an unstructured manner. METHODS: Forty-two experienced Israeli youth investigators each assessed the credibility of allegations of sexual abuse made by alleged victims of sexual abuse when interviewed either with or without the protocol. Half of the alleged incidents were judged likely to have happened ("plausible") on the basis of independent evidence, while half were deemed unlikely to have happened ("implausible"). RESULTS: More non-protocol than protocol interviews were rated as "No judgment possible" rather than either credible or incredible. Allegations made in protocol interviews were more accurately rated as credible or incredible when they were either plausible or implausible, respectively, than those made in non-protocol statements. Levels of inter-rater reliability were also higher when protocol interviews were rated. The differences were significant only for plausible cases, however. CONCLUSIONS: The use of the NICHD protocol facilitated the assessment of credibility by child investigators although incredible allegations (those describing incidents that were unlikely to have happened) remained difficult to detect, even when the protocol was used.  相似文献   

Eminent classroom teachers join the dialogue on teacher education programs     

Shelley Peterson  Roberta McKay 《The Teacher Educator》2013,48(2):133-144

Abstract

This article examines the views on effective teacher education programs held by 10 teachers who were identified by senior administrators within their school districts as exemplary teachers. The findings reveal many consistencies between the beliefs inherent within five models of teacher learning that predominate in literature on teacher education programs and those held by practicing teachers. The one major difference is that teachers in this study emphasize the transmission of a widely accepted body of pedagogical knowledge and skills to a greater degree than do researchers. This set of common belief provides a strong foundation for building collaborative relationships through which both cultures might work together to develop a shared vision. Transformation of teaching and teacher education practice requires a willingness to consider values and perspectives that might differ from those accepted within either culture and an openness to change on the part of both cultures.  相似文献