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What do two-year-olds know about the sizes of things? 总被引：1，自引：0，他引：1
Knowledge about the sizes of things is an integral part of object concepts. In 5 experiments, we examined 2-, 3-, 4-year-olds' and adults' internalized representations of the sizes of buttons, plates, and shoes. We found that 3- and 4-year-olds had accurate knowledge of the typical sizes of buttons and plates. 2-year-olds' knowledge of plate and button sizes was more fragile; however, they demonstrated accurate internal representations of the sizes of shoes. The studies provide new empirical evidence about the young child's knowledge of the sizes of 3 everyday objects. The findings also suggest that the size of an object may be more accurately represented if its size is highly relevant for the object's intended function. 相似文献
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Margaret Troyer 《课程研究杂志》2019,51(2):202-228
This study examines teacher implementation of an adolescent literacy curriculum designed as an intervention for students reading two years below grade level. Specifically, this work focuses on the adaptations made by four experienced teachers in a single school that sustained implementation of this curriculum after the intervention trial had ended. Data were collected through observation and interview. An accounts of teaching practice methodology was used to define each teacher’s orientation towards the curriculum, and then to determine whether this orientation demonstrated assimilation or accommodation to intervention principles. I found that the vast majority of time spent implementing the curriculum included adaptations, and that each teacher’s adaptations were different, and reflected her pre-existing orientation towards literacy teaching. Although one teacher demonstrated assimilation and accommodation to intervention principles, the other three primarily demonstrated assimilation. These findings suggest the importance of understanding teachers’ orientations towards curriculum in order to provide more tailored professional development which may help teachers accommodate to the most critical pedagogical features of a curriculum. This may be especially significant in considering sustained implementation, after research-related supports have been withdrawn. 相似文献
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Diane Troyer 《About Campus》2005,10(4):4-9
Sitting in traditional offices, in traditional departments, doing traditional duties, it's not hard to picture a few educators thinking, “Wouldn't it be great if I could build my own college?” A team of Texas educators got to do just that. The result was a living laboratory for engaged and collaborative learning. 相似文献
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Teresa M. McDevitt Rod Troyer Anthony L. Ambrosio Henry W. Heikkinen Erica Warren 《科学教学研究杂志》1995,32(7):749-775
Two cohorts of students preparing to become elementary teachers participated in a model program in science and mathematics. These students were compared to other students taking similar courses on their conceptual understandings of science and mathematics, their investigative proficiencies, and their beliefs about effective methods of teaching these subjects. Instruments included newly developed tests of understanding, existing standardized achievement tests, and instruments devised for the evaluation to elicit conceptions of appropriate ways to teach science and mathematics to elementary children. Results from individual courses indicated that students participating in the model program developed more thorough understandings and more reform-minded beliefs related to teaching science and mathematics. Issues associated with the assessment and evaluation of innovative programs in science and mathematics are discussed, and recommendations for teacher preparation are offered. 相似文献
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This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar. 相似文献
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The Relations of Children's Emotion Regulation to Their Vicarious Emotional Responses and Comforting Behaviors 总被引：4，自引：1，他引：4
Richard A. Fabes Nancy Eisenberg Mariss Karbon Debra Troyer Galen Switzer 《Child development》1994,65(6):1678-1693
The purpose of the present study was to examine the relations of children's emotional and behavioral regulation (as indexed by heart rate variability and coping styles) to their emotional and prosocial responses to a crying infant. Kindergarten and second-grade children's vicarious emotional responses (e.g., facial reactions and heart rate slope) and comforting behaviors were recorded while children heard a crying infant. The mothers of these children completed a measure designed to assess their children's coping responses when exposed to others in distress. It was found that children who were able to regulate their arousal (as assessed with heart rate variance) and typically responded instrumentally when exposed to others' needy states and conditions were relatively unlikely to become distressed and relatively likely to talk to and comfort the crying infant. Compared to boys, girls were found to be more responsive to the crying infant and were reported to engage in more direct, active coping responses when exposed to others in distress. The results are discussed in relation to research on emotion regulation and coping in interpersonal contexts. 相似文献
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The Relations of Maternal Practices and Characteristics to Children''s Vicarious Emotional Responsiveness 总被引：1，自引：0，他引：1
Nancy Eisenberg Richard A. Fabes Gustavo Carlo Debra Troyer Anna Lee Speer Mariss Karbon Galen Switzer 《Child development》1992,63(3):583-602
This study examined the relations of maternal vicarious emotional responding and child-rearing practices, as well as familial emotional environment, to 5-6 and 8-9-year-old children's vicarious emotional responding. There were some correspondences between mothers' and children's heart rate, facial, and self-reported reactions to a sympathy-inducing film. Maternal sympathy/perspective taking and reinforcement of sympathy/prosocial behavior, as well as negative subordinate emotion in the home, were associated with markers of girls' sympathy; mothers' personal distress (for girls), restrictiveness regarding displays of hurtful negative emotions (particularly for young girls), and negative dominant emotion in the home (for both sexes) were associated with markers of personal distress. Mothers' linking of the film character's experience to children's own experience was associated with children's responsiveness to the film, and mother's verbalizations during the film concerning her own emotional state and role taking were associated with boys' self-reported sympathy. 相似文献
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Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools 总被引：4，自引：0，他引：4
Kristan L. Glasgow Sanford M. Dornbusch Lisa Troyer Laurence Steinberg Philip L. Ritter 《Child development》1997,68(3):507-529
This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987–1988 and 1988–1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample. 相似文献
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