The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

Foreword     

Annette R. Hofmann  Gerald Gems  Maureen Smith 《国际体育史杂志》2015,32(4)

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Infants’ and Young Children's Imitation of Linguistic In‐Group and Out‐Group Informants          下载免费PDF全文

Lauren H. Howard  Annette M. E. Henderson  Cristina Carrazza  Amanda L. Woodward 《Child development》2015,86(1):259-275

Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.  相似文献   

The National Association for Kinesiology in Higher Education: An Academic Society for the 21st Century     

Steven G. Estes 《Quest (Human Kinetics)》2015,67(2):108-117

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Bursting with Potential: Mixing a Media Specialist’s Palette     

Annette Lamb 《TechTrends》2011,55(4):27-36

School media specialists must be teachers, leaders, and advocates for reading, inquiry, and learning. Partnering with classroom teachers, they must design and implement curriculum and instruction that prepare young citizens for a life that requires thinking, inquiry, problem-solving and ethical behavior. These experiences provide the foundation for all content-area learning. In order to be prepared for a constantly changing environment, professionals need to revisit, reframe, and re-imagine knowledge, skills, attitudes, and dispositions. In this article, the author presents six tools that form a media specialist’s palette to help them meet these challenges. Along with these tools, specific ideas and examples are presented that illustrate how this palette of tools can be used in the media center on a daily basis.  相似文献   

(W)rapping relationships between science education and globalisation     

Annette Gough 《Cultural Studies of Science Education》2011,6(1):77-88

This essay reviews the contribution of Rowhea Elmesky in this volume, to the field of research in science education, and places it in the context of the juncture of youth disengagement with science, multicultural education and globalisation, with an underlay of a historical context and critiques of science education from feminist and postcolonial perspectives.  相似文献   

A short German Physical-Self-Concept Questionnaire for elementary school children (PSCQ-C): Factorial validity and measurement invariance across gender     

Annette Lohbeck  Maike Tietjens  Andreas Bund 《Journal of sports sciences》2017,35(17):1691-1696

Research on children’s physical self-concept (PSC) is increasingly recognised as an important field of psychology. However, there is a lack of instruments suitable for younger children at elementary school age. In the present study, a short German 21-item Physical Self-Concept-Questionnaire for children (PSCQ-C) was tested measuring seven specific facets of elementary school children’s PSC (strength, endurance, speed, flexibility, coordination, physical appearance, global sport competence). A number of 770 elementary school children aged 8–12 years completed the PSCQ-C. Results showed good psychometric properties and high reliabilities of the seven scales. Confirmatory factor analysis revealed that the presumed 7-factor model fitted the data best compared to a global 1- and 2-factor model. Also, full measurement invariance was strongly established. Correlations among the seven scales were mainly moderate. Gender differences were suggestive of developmental trends that are consistent with prior studies. These results provide support that the PSCQ-C is a confidential instrument with sound psychometric properties measuring seven specific facets of elementary school children’s PSC.  相似文献   

Youth culture of hostility: Discourses of money,respect, and difference     

Annette Hemmings 《International journal of qualitative studies in education》2013,26(3):291-307

This paper describes the youth culture of hostility produced by low-income and working-class African-American and White students in two urban public high schools. High school seniors were observed during the school day and participated in interviews where they described criminal activities, racism, sexual harassment, and other student hostilities taking place in corridors and classrooms. Poststructural data analysis revealed that what appeared to be senseless acts of violence were shifting adaptations rooted in prevailing discourses of money, respect, and difference. Hostilities were among the many discourse-driven adaptive strategies constructed by urban youths in school sites situated in hostile socioeconomic conditions.  相似文献   

Neoliberalism,internationalisation and higher education: connections,contradictions and alternatives     

Annette Bamberger  Paul Morris  Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):203-216

ABSTRACT

We explore the role of neoliberalism within portrayals of internationalisation in higher education (HE). Through an analysis of four features of internationalisation, we suggest that they embody a complex entanglement of neoliberal categories and assumptions with other, primarily progressive humanitarian ideals. This framing of internationalisation has three affects. One, humanitarian ideals coupled with neoliberal categories normalise inequalities, turning internationalisation into a meritocratic global race, focusing on celebrating the possibility of the few who can achieve, instead of the embedded inequalities within the system, which disadvantage the many. Two, this allows neoliberal practices to be advanced through the discourse of internationalisation and its association with progressive humanitarian values. Three, this neoliberal framing does not explain the nature of internationalisation of HE in many nations; we demonstrate this by analysing internationalisation in China, Israel and Cuba. We suggest that internationalisation in HE cannot be adequately explained by analyses which rely on neoliberalism.  相似文献   

Student teachers' subject matter knowledge within the domain of area measurement   总被引：3，自引：0，他引：3  

Annette Baturo  Rod Nason 《Educational Studies in Mathematics》1996,31(3):235-268

This paper describes a research project whose major aim was to evaluate first-year teacher education students' understanding of subject matter knowledge in the domain of area measurement. In contrast to many previous approaches to evaluating teacher education students' subject matter knowledge, the approach adopted in this study not only focused on the student teachers' substantive knowledge but also on their knowledge about the nature and discourse of mathematics, their knowledge about mathematics in society and their dispositions towards mathematics. To this end, each student was clinically interviewed whilst engaged on a set of eight tasks that were developed for the study. The development of the tasks was a major component of the study and this is described in detail. The results of the tasks are given and the paper concludes with a discussion of the findings. This discussion focuses primarily on the implications that these results have for preservice mathematics education courses.  相似文献