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1.
Konstantinos Tatsis Sonia Kafoussi Chrysanthi Skoumpourdi 《Early Childhood Education Journal》2008,36(3):221-226
In this paper we analyse the language used by kindergarten children and their teacher while they discuss the fairness of two
games that involved the concept of chance. Their discussions show that the children are able to overcome their primary intuitions
concerning the fairness of a game and to comprehend the important role of materials. The children mostly used counting strategies
in order to justify their opinion; this reveals the establishment of a primary discursive community based on the premise that
each opinion should be justified in order to be accepted by the other children and the teacher.
相似文献
Chrysanthi SkoumpourdiEmail: |
2.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
相似文献
Sumi HagiwaraEmail: |
3.
Wan-Hsiang Chou 《Children‘s Literature in Education》2009,40(1):19-32
In mainstream Western cultures where bedtime means isolation and separation from adults, picture books about bedtime are cultural
artifacts created especially for this transitional process of separation. In a culture such as Taiwan where children often
sleep with their parents, siblings, or other caregivers until elementary school, the need for picture books about bedtime
is an imported concept. The large number of translated Western bedtime books found in Taiwan becomes a rich area in which
to explore the impact of imported ideas of childhood on Taiwanese picture book creation. This article takes a close look at
the books created by Taiwanese authors with a bedtime theme and notes their culturally hybrid qualities.
相似文献
Wan-Hsiang ChouEmail: |
4.
Marina U. Bers 《Journal of Science Education and Technology》2007,16(6):537-552
This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children)
and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational
robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical
and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology.
Results from this project address different ways in which parents and children learn together and provide insights into how
to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills
such as robotics and new technologies.
相似文献
Marina U. BersEmail: |
5.
Frank R. Vellutino Donna M. Scanlon Haiyan Zhang Christopher Schatschneider 《Reading and writing》2008,21(4):437-480
Entry-level kindergartners in classrooms from five middle class school districts were given a test of letter identification
and children who scored at or below the 30th percentile on the test were classified as “at risk” for early reading difficulties.
Half of these children were randomly assigned to a project-based intervention condition where they received supplementary
intervention in small groups until the end of their kindergarten year. The other half received whatever remedial services
were available at their home schools and literacy skills development in both groups was tracked throughout kindergarten. All
available at-risk children were again assessed at the beginning of first grade and dichotomized into a “continued-risk” group
and a “no-longer-at-risk” group using a composite measure of basic word level skills. Normal reader controls were also identified
using the same measure. Children in the continued-risk group received either project-based intervention (one-to-one tutoring
30 min daily) or school-based intervention throughout first grade. Intervention for project treatment children was discontinued
at the end of first grade and literacy development in all groups was tracked until the end of third grade. The present study
focused on literacy development in children who received only project-based kindergarten intervention or both (project-based)
kindergarten and first grade intervention, relative to the normal reader controls. Of special interest was the question of
whether measures of response to intervention would more effectively distinguish between continued-risk and no-longer-at-risk
children than would kindergarten screening measures, measures of intelligence, or measures of reading-related cognitive abilities.
Results indicated that the RTI measures more effectively and more consistently distinguished between these two groups than
did the psychometric measures.
相似文献
Frank R. VellutinoEmail: |
6.
Casey Marie Breslin Jane R. Morton Mary E. Rudisill 《Early Childhood Education Journal》2008,35(5):429-437
In Fall 2006, North Carolina kindergarten teachers were charged with the task of meeting the NASPE guidelines for providing
daily physical activity to their kindergarten students. In turn, the teachers researched resources and consulted experts to
design and develop a developmentally appropriate physical activity and physical play environment for their students. The purpose
of this article is to disseminate useful information one group of kindergarten teachers believed would help other teachers
in similar situations. The article discusses the planning process, suggestions for activities and necessary equipment for
program implementation, and vignettes regarding the experiences the teachers and students have had during the physical activity
and physical play program’s inaugural year.
相似文献
Casey Marie BreslinEmail: |
7.
8.
Deok-Hee Seo 《Asia Pacific Education Review》2009,10(3):409-422
South Korean society in the late 1990s was confronted with socio-economic setbacks and discursive turbulence concerning the
quality of education being provided. It was at such a particular historical juncture of South Korean society that I conducted
ethnographic research on homeschooling families. Based on field data collected from four homeschooling families, this article
examines how lower middle-class families at first manifested their education fever in an unprecedented adoption of homeschooling,
and then returned their children to school within the same socio-cultural context. Central to this article’s analysis is what
members of these middle-class families, especially children, experienced during the homeschooling period, and how parents
negotiated their rationale for homeschooling and returning their children to school within contesting discourses (e.g., deschooling
and neo-liberalism). As will be shown, despite experiencing difficulties in pursuing a self-fashioned education in a school-centered
society, the families benefited from homeschooling in terms of acquiring “neo-liberal” mentalities for survival without risking
their established socio-cultural status. As such, this article reconfirms the ambivalent characteristics of the alternative
education movement in South Korea and its inevitable connection with the middle-class habitus embedded in the South Korean socio-cultural context.
相似文献
Deok-Hee SeoEmail: |
9.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
Ethan CampbellEmail: |
10.
In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples.
The second type, non-intuitive nonexamples, consists of nonexamples that bear a significant similarity to valid examples of the concept, and consequently are more often
mistakenly identified as examples. We describe and discuss these notions and present a study regarding kindergarten children’s
grasp of nonexamples of triangles.
相似文献
Esther LevensonEmail: |
11.
Nancy K. Freeman 《Early Childhood Education Journal》2007,34(5):357-366
Young children construct understandings of gender during the preschool years. They accurately apply common gender stereotypes
to toys by the time they are three and readily predict their parents’ opinions about gender-typical and cross-gender play.
This study involved 3- and 5-year-old children in identifying “girl toys” and “boy toys”. It also asked them to predict their
parents’ reactions to their choices of gender-specific toys. These children’s parents were surveyed in an effort to describe
their preferences about gender-specific toys and behaviors. Responses indicated that, in spite of evidence that many of these
parents reject common gender stereotypes, their children predicted parents would consistently apply these stereotypes as reflected
by their approval or disapproval of children’s choices to play with gender stereotyped or cross-gender toys. The mis-match
between parents’ self-described beliefs and children’s perceptions of the messages they have received about genderized play
are discussed.
相似文献
Nancy K. FreemanEmail: |
12.
M. Catherine Tucker 《International journal for the advancement of counseling》2006,28(3):241-256
Children are raised hearing stories of local and mythic heroes in every society (Campbell, 1968). Parents and teachers have used tales surrounding the lives of heroes to teach children about courage, honor, and integrity for thousands of years. Yet, in spite of this rich history, there is astonishingly little research about the impact of hero stories on the lives of children. In this study, data were obtained from children in a South African primary school exploring the uses of hero stories in the social construction of the self as hero. Implications for counseling children are discussed.
相似文献
M. Catherine TuckerEmail: |
13.
Eric Woods 《Prospects》2008,38(3):425-430
Positive developments are identified, notably a strong policy and planning environment linked to overall strategy for growth
and poverty reduction, leading to vigorous commitment to achievement of the Millennium Development Goals. Abolition of school
fees, and a measure of compulsion, resulted in significant gains in school enrolment, including almost equal rates of enrolment
for boys and girls since 2000. Poverty is mainly rural and the system struggles to supply education to very poor people. The
needs of Tanzania’s sizeable number of children living with disability have been identified and policy is in place, but there
is little provision as yet. In responding to HIV/AIDS, more action is essential. Increased enrolment rates have been blamed
for a serious negative effect on quality. Modernized curriculum and pedagogy have been prescribed, but realization of these
improvements will require a seismic shift in teacher training, support and the provision of education resources.
相似文献
Eric WoodsEmail: |
14.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
Mark G. StorzEmail: |
15.
Richard M. Gargiulo 《Early Childhood Education Journal》2006,33(5):357-362
Homelessness is a growing social problem in the United States. Especially vulnerable to this phenomenon are young children because homelessness is viewed as a breeding ground for disabilities. Despite federal legislation ensuring educational opportunities, the educational needs of children who are homeless are frequently unfulfilled. This article reviews the educational rights of children who are homeless, including those with disabilities, and offers recommendations and suggestions as to how early childhood programs can help meet the needs of homeless young children with disabilities and their families.
相似文献
Richard M. GargiuloEmail: |
16.
Deborah Ann Ceglowski Mary Ellin Logue Annette Ullrich Jaesook Gilbert 《Early Childhood Education Journal》2009,36(6):497-504
Sixteen Minnesota families with children with disabilities participated in a 2-year interview study of their care experiences.
Findings show that families developed a network of care providers, struggled to pay additional costs for care, were not informed
of community services and programs, and believed that their children received adequate child care. This study highlights the
need to provide information to families and providers and to link services in both rural and urban communities.
相似文献
Deborah Ann CeglowskiEmail: |
17.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
Tamara Holmlund NelsonEmail: |
18.
This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)
in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and
verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey
that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading).
Information on child and family literacy practices was collected via a questionnaire administered to parents of participating
children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales
were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects
of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and
family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond
the primary grades.
相似文献
Nonie K. LesauxEmail: |
19.
This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or
not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils,
135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used,
addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and
friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying
Computing and d) how pupils perceived the profile of a computer professional in terms of gender.
相似文献
Maria KordakiEmail: |
20.
Analía Bergé 《Educational Studies in Mathematics》2008,67(3):217-235
This paper focuses on teaching and learning the set of real numbers R and its completeness property at the university level. It studies, in particular, the opportunities for understanding this
property that students are offered in four undergraduate correlative courses in Calculus and Analysis. The theoretical framework
used in the study draws on concepts developed in the Anthropological Theory of Didactics, especially the notions of praxeology
and mathematical organization. The paper shows different expectations concerning the same notion (R and its completeness) through different school levels, and intends to bring up some reflections about the transition from
Calculus to Analysis.
相似文献
Analía BergéEmail: |