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Julia Wilkins Kathryn Howe Maddie Seiloff Shelly Rowan Elizabeth Lilly 《British Journal of Special Education》2016,43(3):233-249
The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses. 相似文献
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K. P. Mishra A. P. Yadav Lilly Ganju 《Indian journal of clinical biochemistry : IJCB》2012,27(4):357-362
The Antarctic continent on the planet Earth is full of environmental extremes. It is considered as natural stress model. Therefore, the present study examined the effect of harsh environment on the certain salivary markers of 28th Indian Antarctic expeditioners. Thirty healthy men and women (median age 36 year; range 22–61 year) participated in this study. Parameters measured were salivary IgA (SIgA), IgM (SIgM), TGF-β and cortisol level at three different time points: (I) before leaving India on 26th October 2008 for base line level; (II) after 1 month on-board journey on 31st January 2009 in Southern Ocean and (III) after 1 month staying at Maitri, Antarctica on 3rd March 2009. Our observation indicated that Ship borne journey and Antarctic environment increased the SIgA levels while that of SIgM level was not altered on-board but decreased by staying for 1 month at Antarctica. No significant alteration was found in the TGF-β and cortisol level at any point of time. The present study concluded that ship borne journey and Antarctic environment may induce the SIgA level while SIgM level decreased in environmental extremes of Antarctica. 相似文献
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Susan Trostle Brand Jessica Marchand Elizabeth Lilly Martha Child 《Early Childhood Education Journal》2014,42(3):163-170
Combining home–school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children’s literacy development. Using home–school literacy bags, children and parents learned how to combine expressive arts and emergent literacy strategies including alphabet recognition, phonemic and phonological awareness, and oral language fluency. State-of-the-art activities designed for each of the multiple intelligences met the needs of diverse students with many different learning styles and interests. As families participated in fall and spring school-based Festivals in which they shared the literacy bags in small group family literature circles, they demonstrated children’s emerging literacy skills in a relaxed, yet highly engaging atmosphere. 相似文献
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Lilly Koltun 《Archival Science》2002,2(3-4):239-261
This article examines theclaim that, through its overt symbolicmessaging, the Gatineau Preservation Centre,opened by the National Archives of Canada in1997, embodies a perfect transparency betweenfunction and form, with the shape of the placebeing derived seamlessly from the needs of thearchival work done there, and the proof beingin the exposure of all the elements to view. It reveals the undercurrents of contendingoppositions to this claim, both in thesubversive, Mannerist, or impure architectural eccentricities designed into thestructure, and in the embodiment of archivalnarratives whose symbolism is challenged byunacknowledged resistances. While the buildingis clearly inspired by Modernist andEnlightenment orientations, such as theambition to preserve unchanged a universal,transcendent historical authenticity, thesediverse resistances buried in it aremanifested, for example, in the contest of maleversus female structural elements, and inthe authority of the monumental and exposed setagainst the seduction of the varied and secret. Most importantly, the absorption of the bodyboth metaphorically and physically into themany disciplines of the place unconsciouslycalls into question the building's self-imageas the epitome of a liberal-humanist andobjective-scientific activity; it reflectsinstead the destabilizing plays and displays ofpower which are increasingly seen to form theindeterminate field of the archival pursuit. 相似文献
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M S Lilly 《Exceptional children》1971,37(5):341-347
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Lilly Briggs Nancy M. Trautmann Christine Fournier 《Environmental Education Research》2018,24(12):1631-1654
AbstractThis systematic review extends the boundary of prior reviews in the environmental education (EE) field by analyzing publications focused on Latin America and the Caribbean (LATAM). We examined peer-reviewed literature and dissertations/theses in four languages (English, French, Spanish and Portuguese) published between January 2000 and February 2018 to examine outcomes of EE interventions occurring in both formal and nonformal settings among LATAM youth up to age 18 years. Our findings reflect recurring critiques of EE, such as the field’s limited empirical research and a bias toward measuring knowledge gain. Our findings also highlight themes specific to LATAM, related to issue-based EE programs, EE versus Education for Sustainable Development, barriers to EE implementation and potential challenges posed by bias, privilege and power in LATAM-based EE research. Access to potentially appropriate publications was limited by weaknesses in search databases. Only a small selection of LATAM countries is represented in publications that met the search criteria, limiting our capacity to draw stronger conclusions about the region as a whole. 相似文献
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The present study used the tip-of-the-tongue (TOT) experimental paradigm in a picture naming task to explore the source of the naming deficits of children with dyslexia. Compared with a control group of typically developing readers, the children with dyslexia showed fewer correct responses and spontaneous recalls, more don't know (DK) and TOT responses, and less accurate feeling of knowing (FOK) judgments. When they failed to retrieve a target word, the children with dyslexia did not differ from the control group in the partial semantic information they provided, but they gave less valid and more invalid partial phonological information. The children with dyslexia also benefited less from phonological cues. The phonologically related responses of the children with dyslexia elicited during the administration of the TOT procedure were related to their performance on a phonological awareness test. These findings suggest that the naming problems of children with dyslexia arise because of their difficulty in accessing the phonological word forms after the corresponding abstract lexical representation has been successfully accessed. The results are discussed in relation to the claim that two-stage models of naming can be profitably used in the early identification and treatment of reading disabilities. 相似文献
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Laura Bechtiger Annekatrin Steinhoff Jessica M. Dollar Simone E. Halliday Susan P. Keane Susan D. Calkins Lilly Shanahan 《Child development》2022,93(2):388-404
The pathways through which exposure to maternal depressive symptoms in early childhood are linked to academic performance during adolescence are poorly understood. This study tested pathways from maternal depressive symptoms (age 2–5) to adolescent academic performance (age 15) through cumulative parenting risk (age 7) and subsequent child functioning (age 10), using multi-informant data from a prospective longitudinal community study spanning 13 years (N = 389, 47% male, 68% White). Structural equation models testing indirect effects revealed small associations between maternal depressive symptoms and increased cumulative parenting risk and poorer child functioning, and, via these pathways, with poorer academic performance. Thus, childhood exposure to maternal depressive symptoms may be associated with pathways of risk that could limit children's educational opportunities. 相似文献