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1.
Educational technology research and development - Social learning theory posits that learning is most effective when providing learners with opportunities to observe and interact with peers....  相似文献   

2.
Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed.  相似文献   

3.
Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants’ naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.  相似文献   

4.
Previously unacquainted groups of normally developing and mildly developmentally delayed preschool-age boys (N = 64) were brought together to form a series of 8 mainstreamed playgroups. Each playgroup consisted of 3 normally developing 3-year-olds, 3 normally developing 4-year-olds, and 2 mildly developmentally delayed 4-year-olds. The delayed children were matched with the normally developing older group for chronological age and with the normally developing younger group for developmental level. Each playgroup operated 5 days per week for 2 hours per day for a 4-week period. During that time, the peer-related social and play interactions of each child were videotaped, and peer sociometric ratings were obtained at the completion of each playgroup. Analyses of social participation and individual social behavior measures revealed that the analogue playgroup setting was appropriate for evaluating peer interactions, as expected developmental patterns emerged despite the presence of children heterogeneous with respect to chronological age and developmental status. The existence of a deficit in peer-related social interactions for mildly delayed children was supported in this investigation--a deficit that could not be attributed to reputational factors, the unavailability of responsive peers, inadequate matching procedures, unusual sample characteristics, or similar factors. Selected observational measures, peer preference patterns during free play, and peer sociometric ratings also indicated that the delayed children were perceived to be less competent and of lower social status. However, despite their relative isolation, important developmental opportunities were available for mildly delayed children in the mainstreamed playgroups. Possible processes responsible for these outcomes were discussed.  相似文献   

5.
Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. When classroom-based teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county, the most frequent request was how to address behavior challenges of preschool children with disabilities. This study examined how instructional support to teachers of preschool children with disabilities and challenging behaviors affected three teachers’ classroom practices. The teachers received training and mentoring in classroom behavior management strategies and engaged in an online community of learners discussion group. Interviews and interactions from an online learning community were used to disclose whether the participants had implemented effective intervention strategies in their classrooms following the training. Teachers felt more competent in managing challenging behaviors after the online interaction with their colleagues. Teachers’ online interactions were a highly effective way to impact teacher efficacy. Therefore, special education preschool programs should consider providing more opportunities for the teachers to build their own learning communities to interact and support one another.  相似文献   

6.
14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.  相似文献   

7.
Students with disabilities continue to be denied literacy rich experiences with their non-disabled peers. Throughout this article the authors explore how narrow, ability-focused teacher dispositions can perpetuate low expectations and can preemptively deny students with disabilities access to meaningful literacy experiences. Hence, the development of an inclusive literacy disposition is crucial to providing access to robust learning experiences for students with disabilities. The authors describe a research study that utilizes journal writing and a role-play intervention with pre-service general educators in a graduate literacy methods course. Analysis of post-intervention data suggests it is possible to shift narrow, ability-orientated dispositions to broader and more inclusive conceptualizations that support students with disabilities. Implications for both research and practice are discussed.  相似文献   

8.
Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed observations of collaborative interactions which took place during activities in authentic learning contexts in Reception and Year 3 classes were analysed to identify exploratory talk episodes and to gain insights into the factors contributing to their development. This study makes a theoretical contribution to understanding the nature of exploratory talk in the early years and provides insights into the form that scaffolding of exploratory talk can take in authentic learning contexts.  相似文献   

9.
Abstract

Communicating the Christian ethos of Christian institutions constitutes a significant portion of the effort and monies of these institutions. Included in the purview of ethos enablers are faculty input and advising, student services, required chapel/worship, ministry formation/field experiences, admissions procedures, and opportunities for students to interact with one another in informal settings. Each of these is included in the core functioning of campus-based Christian institutions. As these institutions move more and more to providing distance learning opportunities, it is questioned if equal importance is being given to these ethos enablers in interactions with distance learners. The purpose of this study is to describe what is being done and how effective selected Christian institutions perceive themselves to be in including intentional ethos enablers in their distance learning opportunities.  相似文献   

10.
Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.  相似文献   

11.
Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.  相似文献   

12.
Gaining access to the inherent relational complexity of teaching/learning situations is essential to learning to teach. As teacher educators our work with prospective teachers indicates that opportunities to develop the capacity for relational knowing are increasingly being denied and dismissed. Specifically, we are concerned with what we perceive to be a flight from the experience of relational complexities, demanding constant discernment in the concrete situated dimensions of teaching and learning, into representative certainty and singularity in ways of seeing, thinking, and doing in classrooms. This paper documents this concern and explores the consequences of such disregard.  相似文献   

13.
Research continues to accumulate attesting to the fact that many children with learning disabilities are experiencing social difficulties in school. Nonetheless, it is also clear that achievement deficits, with or without the presence of a handicapping condition, are also related to social problems in the classroom. Several studies attempting to clarify the relative roles of handicapping condition and achievement in social adjustment have produced mixed results. The purpose of the present study was to clarify this issue further by examining the social differences between elementary school students with learning disabilities and other low achieving and higher achieving children on three social dimensions: sociometric status, behavior as rated by teachers, and self-ratings of social competence. The results indicated that the children with learning disabilities may be a higher risk socially than their low achieving and higher achieving peers. Variables that may account for these results are discussed as well as directions for future research.  相似文献   

14.
The influence of social status on child development has been the subject of research for several decades, with children who are not accepted by their peers being shown to be at risk of a range of difficulties both at the time and in later life. Strong links have also been established between behaviour and social status. A small‐scale action research project considered the social structure of a Year 2 class and used data gathered through sociometric interviews and observations to identify some factors which may have influenced the social status of individuals within that group. From this data, three children considered at risk of peer rejection or isolation were identified and an intervention programme was implemented. At the end of the year sociometric interviews and observations were repeated and it was found that one child's social behaviours and status among his peers had increased significantly over the course of the project.  相似文献   

15.
Research indicates that student engagement with lectures, and participation in discussion and debate, greatly improve their learning and experience of University. The nature of some lectures means they can lack opportunities for interaction and active learning. For this reason it can be difficult for some students, especially students new to University, to fully engage in lectures, and interact with their peers. This study attempts to use Twitter as a means of increasing these opportunities for interaction and engagement for students, especially those who may lack the confidence to engage traditionally. As a first step, the study analyses the use of Audience Response Systems to understand the role technology can play in providing opportunities for interaction. Following this, a review of experiments conducted using Twitter is carried out. While there is a dearth of research in this area, these cases provide some valuable insights into the use of this technology and its integration into education. In the methodology section, the process of using Twitter in lectures is explained, along with some of the challenges and obstacles faced. Findings presented indicate that while adoption of Twitter was low, the platform provides engagement opportunities for timid members of the group, while having a generally positive impact on engagement and discussion for the group as a whole. Finally, emerging uses of the Twitter platform are examined, allowing the reader glimpse possibilities for future integration.  相似文献   

16.
This paper examines important factors in maximizing children’s experiential learning in the context of inquiry-based children’s museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children have opportunities to engage in play-based inquiry. Recommendations for maximizing children’s learning in museums, supporting children’s interactions with peers and adults, and offering affordances for children’s play are discussed.  相似文献   

17.
ABSTRACT

This article details a study which investigated the social acceptance and friendships of children with SEND, and their typically developing peers, at a mainstream primary school in the North West of England. Participants were 29 children aged five and six years old, separated into three groups; typically developing children, children who were being monitored for SEND, and children with formally identified SENDs. With the use of a peer nomination sociometric technique, findings revealed that children with SEND had less promising peer relations and friendships compared to children tracked for SEND and their typically developing peers, consequently questioning the mainstream ‘ideal’.  相似文献   

18.
In sociometric research tradition, popularity is defined as the degree to which children are liked or accepted by their peers. However, research indicates that two definitions of popular students should be distinguished: (1) popular students as those students who are well liked by many and disliked by few peers, and (2) popular students as those students who are described as popular by their peers. The main purpose of the present study was to examine the relationship between sociometric and peer perceived popularity in Slovenian students of different grades of elementary and secondary school. Additionally, the age differences in the relationship between sociometric and peer perceived popularity were examined. Another purpose of the study was to investigate the differential relationships between concepts of popularity and some students' characteristics. The participants were 321 boys and 329 girls who ranged from the 5th grade of elementary school (the mean age 11.04 years) to the 3rd grade of secondary school (the mean age 17.02 years). The results of this study confirm previous findings that peer perceived popularity is a construct that is distinct from sociometric popularity. There are some substantial differences in relations between indices of perceived popularity and sociometric indices between elementary school students and secondary school students—i.e. between early adolescents and middle to late adolescents. It seems that perceived popularity and sociometric popularity are rather similar constructs in elementary school students, whereas in secondary school students they become almost unrelated to each other. Based on these findings, the terminological issues are discussed and some conclusions are made.  相似文献   

19.
The purpose of this study was to analyze how social dynamics in early childhood classrooms change from fall to spring and from early to late preschool. The subjects were 92 preschoolers in age-stratified (3-year-old, 4-year-old, and 5-year-old) classrooms. Their sociometric ratings and peer contact patterns were recorded during the fall and spring. From early to late preschool, children's sociometric ratings became increasingly negative, especially toward cross-sex peers. Their contact patterns showed an analogous decrease in cross-sex contacts, although the changes were not as linear as those in the sociometric ratings. The analysis of group sizes showed that the 4-year-olds spent more time in larger groups than both their younger and older peers did. Group sociometric ratings and contact patterns changed from fall to spring, but individual children showed considerable stability in the sociometric ratings that they gave their peers and in the size and gender composition of their play groups.  相似文献   

20.
Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher’s approach facilitated rich interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds on their strengths and extends their knowledge.  相似文献   

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