I can do it—We can do it together     

Pauline Davey Zeece 《Early Childhood Education Journal》1994,22(2):34-37

She teaches coures in child development and has a special interest in literature and early childhood education  相似文献   

Forming and fostering friendships in early childhood     

Pauline Davey Zeece 《Early Childhood Education Journal》1995,23(1):45-48

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Group time treasures: Implications for learning     

Pauline Davey Zeece  Marcia Corr 《Early Childhood Education Journal》1989,17(1):32-34

Meaningful group times have been a hallmark of quality early childhood programs for many years. Stimulating group experiences present a wealth of opportunities for everyone involved. Adults are better able to monitor children's skills and enjoy their ongoing growth. Group activities also may set the stage for an abundance of adventures as young children grow and learn in all areas of their development (Bredekamp, 1986).Pauline Davey Zeece and Marcia Corr are at the Department of Human Development and the Family, University of Nebraska-Lincoln in Lincoln, Nebraska.  相似文献   

Topicalization and the Processing of Expository Prose by Children: mediating effects of cognitive styles and content familiarity     

Beth Davey  Debra Miller 《教育心理学》1990,10(1):23-38

This study assessed the effects of text topicalization conditions (initial position, final position, or no topic sentence) on the comprehension of main ideas and specific passage information for middle school readers. Also of interest were interactions of topic familiarity and readers’ cognitive styles (degree of field independence) with text topicalization. One hundred and seven subjects were randomly assigned to one of the three topicalization conditions and read three familiar and three less‐familiar multipleparagraph expository texts. Main idea comprehension was assessed with both a sentencesummary (generation) and best‐title (recognition) task. Comprehension of specific passage information was evaluated with multiple‐choice items. Text topicalization effects were observed for main idea comprehension (with initial position best, followed by final position), while topic familiarity resulted in higher comprehension scores for specific passage information. Moreover, a cognitive style‐text topicalization interaction was found on the best‐title task; in this case, relatively field dependent readers were assisted by a final topic sentence placement. Implications are drawn for future research concerning the complex interplay of texts, tasks and readers in prose‐processing.  相似文献   

Simulated tennis matchplay in a controlled environment   总被引：2，自引：2，他引：0  

Davey PR  Thorpe RD  Willams C 《Journal of sports sciences》2003,21(6):459-467

The aim of this study was to develop an exercise protocol to simulate tennis matchplay on a 'category 2' surface. Match analyses were used to form the basis for the design of the protocol. The protocol involved playing against a tennis ball serving machine. Part A of the protocol comprised 92 min 46 s of simulated tennis matchplay; Part B consisted of continuous hitting to the point of 'volitional fatigue' or when the required hitting frequency for two consecutive ball feeds could no longer be maintained. Ten elite tennis players (5 males, 5 females) volunteered to participate in the study, which was performed on an indoor tennis court (Matchplay, En-Tout-Cas). Their age, body mass and estimated maximal oxygen uptake were as follows: males, 21.7 +/- 1.0 years, 73.6 +/- 2.6 kg and 58.0 +/- 1.7 ml x kg(-1) x min(-1), respectively; females, 21.9 +/- 1.3 years, 62.3 +/- 2.0 kg and 42.2 +/- 0.7 ml x kg x min(-1), respectively (mean +/- sx). Heart rate, change in body mass and time to volitional fatigue were monitored. The heart rate responses of the participants to the simulated matchplay (range: 140-157 beats x min(-1), 73-81% peak heart rate) were consistent with the results of previous studies, for 'actual' matchplay. This protocol was successful in simulating similar physiological responses in Part A to 'actual' matchplay on a 'category 2' surface, in a controlled environment; it was also a sensitive evaluation tool of skilled performance in Part B. The current protocol may be used as a baseline protocol for studying the influence of, for example, training and dietary intervention on performance.  相似文献   

Blinding smoke     

Wheeler P. Davey 《Journal of The Franklin Institute》1928,205(2):220

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Using the Five Faces of Oppression to Teach About Interlocking Systems of Oppression     

Davey Shlasko 《Equity & Excellence in Education》2015,48(3):349-360

In social justice education a tension sometimes emerges between the complex ideas we want participants to grapple with and the relatively straightforward activities we use to communicate those ideas. We adapt learning activities to meet participants’ evolving needs and to communicate emerging theories and analyses, but sometimes adjusting an activity's content is not enough; the activity's very structure can contradict our stated frameworks and undermine the content we wish to convey. In this article I explore two activities commonly used for teaching about systems of oppression whose structures inadvertently support linear, single-issue thinking, and largely fail to account for intersectionality, despite educators’ best efforts to incorporate more complex content. I describe an alternative activity, structured around Iris Marion Young's The Five Faces of Oppression, that can be used to teach about multiple, interlocking systems of oppression while highlighting rather than obscuring the specificity of interrelationships among those systems.  相似文献   

Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes          下载免费PDF全文

Andy Thorpe  Martin Snell  Sue Davey‐Evans  Richard Talman 《Higher Education Quarterly》2017,71(1):5-32

There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.  相似文献   

Books, bias, and best practice     

Pauline Davey Zeece 《Early Childhood Education Journal》1997,24(3):173-177

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Best beginnings: Literature for the very young     

Pauline Davey Zeece 《Early Childhood Education Journal》1996,24(2):107-111

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