Infants' learning about words and sounds in relation to objects     

Woodward AL  Hoyne KL 《Child development》1999,70(1):65-77

In acquiring language, babies learn not only that people can communicate about objects and events, but also that they typically use a particular kind of act as the communicative signal. The current studies asked whether 1-year-olds' learning of names during joint attention is guided by the expectation that names will be in the form of spoken words. In the first study, 13-month-olds were introduced to either a novel word or a novel sound-producing action (using a small noisemaker). Both the word and the sound were produced by a researcher as she showed the baby a new toy during a joint attention episode. The baby's memory for the link between the word or sound and the object was tested in a multiple choice procedure. Thirteen-month-olds learned both the word-object and sound-object correspondences, as evidenced by their choosing the target reliably in response to hearing the word or sound on test trials, but not on control trials when no word or sound was present. In the second study, 13-month-olds, but not 20-month-olds, learned a new sound-object correspondence. These results indicate that infants initially accept a broad range of signals in communicative contexts and narrow the range with development.  相似文献   

Mathematics education in the United States: past to present     

Woodward J 《Journal of learning disabilities》2004,37(1):16-31

This article presents a historical review of mathematics education since the late 1950s in the United States. Three themes are used to organize the literature reviewed in the article: (a) broad sociopolitical forces, particularly highly publicized educational policy statements; (b) trends in mathematics research; and (c) theories of learning and instruction. At times, these themes coincide, as was the case in the 1990s. In other cases, such as the recent push for educational accountability, these themes conflict. Nonetheless, the themes go a long way to explain the serpentine nature of reform in the United States over the last 45 years. This article also attempts to account for developments in special education as well as general education research, something that does not appear in most historical presentations of mathematics education.  相似文献   

A QUESTION OF TIMING: WHEN IS THE BEST TIME TO SURVEY GRADUATES TO OBTAIN FEEDBACK ABOUT AN EDUCATIONAL PROGRAM?     

Joan Crook  C. Woodward  E. Feldman 《Assessment & Evaluation in Higher Education》1982,7(2):152-158

When follow‐up surveys of graduates of Health Professional programs are used to obtain evaluative information about program components and processes, the timing of such a survey is an important consideration. Information may be collected at various points in time: at program end while the graduates are still on the premises, or at varying points after the graduates leave the educational institution. Follow‐up surveys of four classes of medical students and five classes of nursing students conducted at varying points in time are used to examine the effect of timing on the program feedback obtained. Graduate assessment of program features was consistent and stable even several years after program completion. Surveying students regarding their perceptions of their education shortly before graduation is recommended. This is less costly and provides information to program planners when it can have more immediate impact on program planning.  相似文献   

Working in Creative Partnership with Students to Co-Produce Neuroanatomy e-Learning Resources in a New Era of Blended Learning     

Scott Border  Charlotte Woodward  Octavia Kurn  Cara Birchall  Hailey Laurayne  Deepika Anbu  Charlie Taylor  Samuel Hall 《Anatomical sciences education》2021,14(4):417-425

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive toward blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership organization for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline.  相似文献   

Intergenerational transmission of warm-sensitive-stimulating parenting: a prospective study of mothers and fathers of 3-year-olds     

Belsky J  Jaffee SR  Sligo J  Woodward L  Silva PA 《Child development》2005,76(2):384-396

More than 200 New Zealand men and women studied repeatedly since age 3 were videotaped interacting with their own 3-year-old children to determine (a) whether childrearing and family climate experienced in 3 distinct developmental periods while growing up (i.e., early childhood, middle childhood, early adolescence) predicted parenting and (b) whether romantic relationship quality moderated the effect of childrearing history on observed parenting. Support for the first hypothesis emerged across all 3 developmental periods for mothers (only), with no evidence of moderating effects of romantic relationship quality for mothers or fathers. Results are discussed in terms of supportive versus harsh parenting, mother-father differences, and the characteristics of the sample.  相似文献   

Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial     

Melanie Killen  Amanda R. Burkholder  Alexander P. D'Esterre  Riley N. Sims  Jacquelyn Glidden  Kathryn M. Yee  Katherine V. Luken Raz  Laura Elenbaas  Michael T. Rizzo  Bonnie Woodward  Arvid Samuelson  Tracy M. Sweet  Laura M. Stapleton 《Child development》2022,93(3):732-750

The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; M_age = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.  相似文献   

Purposeful pauses: teacher talk during early childhood mathematics activities     

Caroline Cohrssen  Amelia Church  Collette Tayler 《International Journal of Early Years Education》2014,22(2):169-183

This paper describes how early childhood teachers' incorporation of pauses raises the quality of talk-in-interaction during play-based mathematics activities. Responses of both children and teachers are shown to be more contingent and expansive when conversations include protracted pauses than during interactions in which pauses are largely absent. Pauses provided children with opportunities to initiate topics and facilitated more equitable access to discourse moves for children. By pausing before responding to a child's conversational gambit, teachers gained opportunities to assess children's demonstrated numeracy-related skills and understanding, and could thus provide authentic, individualised scaffolding. Pauses were not necessarily silent: a pause in an interaction with one child could be used strategically to model the learning interaction with a second child before returning to the first child in order to continue the discourse sequence.  相似文献   

Re-viewing student teamwork: preparation for the ‘real world’ or bundles of situated social practices?     

Christopher Sykes  Lee Moerman  Belinda Gibbons  Bonnie Amelia Dean 《Studies in Continuing Education》2014,36(3):290-303

Research in Australian business education continues to emphasise the importance of students learning teamwork as an integral part of the undergraduate curriculum. However, entrenched conceptual and practical confusion as to what the term ‘teamwork’ means and how it ought to be enacted remains a vexed issue capable of distorting and diminishing teamwork, learning and related pedagogy. In this paper, we critically re-examine the view that developing teamwork in an undergraduate business degree equips students for work in the real world. By focusing on the ‘real world’ metaphor-in-use in a cross-disciplinary business capstone subject, we interrogate the spatio-temporal dimensions of teamwork and its realist conceptions and performance. The research draws upon the perceptions of interviewed academics conducting teamwork activities in undergraduate business courses and the lived experiences of the authors. The findings highlight how the use of multiple models of teamwork, constructed by competing discourses and linked to the dualities and invocations constructed by ‘the real world’ metaphor, further exacerbate confusion. We suggest re-viewing and re-valuing student teamwork as the performance of situated, social practices opening new spaces for student teamwork, learning and pedagogical practice.  相似文献   

Negotiating meanings and scaffolding learning: writing support for non‐English speaking background postgraduate students     

Robyn Woodward‐Kron 《高等教育研究与发展》2007,26(3):253-268

Language and learning advisers and non‐English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students’ texts. However, the individual writing consultation is sometimes conceptualised one‐dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty‐based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange druing which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student’s academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students’ writing in order to provide a greater understanding of the writing support consultation to inform guidelines for providing individual language support to NESB postgraduate students.  相似文献   

‘.he was excluded for the kind of behaviour that we thought he needed support with…’ A qualitative analysis of the experiences and perspectives of parents whose children have been excluded from school     

Claire Parker  Amelia Paget  Tamsin Ford  Ruth Gwernan-Jones 《Emotional and Behavioural Difficulties》2016,21(1):133-151

Exclusion from school is associated with adverse outcomes for young people. There is limited research that explores parents’ perspectives, particularly in relation to the exclusion of primary school aged children. The present study used semi-structured interviews with 35 parents of 37 children aged 5–12 years from the Southwest of England. Parents experiences were captured in a conceptual model through three main themes. Exclusion was described as part of a complex journey of difficulties reflected by a continuum of coping. The child’s place on the continuum was determined by an interaction between the child, family, and school with communication a key determinant. The study also highlighted the wider implications of exclusion, including emotional and functional impacts on the child and parent and highlighted the importance of the parents voice in the identification and support of their child’s needs. It also presents many complexities surrounding exclusion from school and limited support parents felt their child was offered.  相似文献