Sequential Associations Between Caregiver Talk and Child Play in Autism Spectrum Disorder and Typical Development          下载免费PDF全文

Kristen Bottema‐Beutel  Caitlin Malloy  Blair P. Lloyd  Rebecca Louick  Linnea Joffe‐Nelson  Linda R. Watson  Paul J. Yoder 《Child development》2018,89(3):e157-e166

This study examined sequential associations between child play and caregiver talk in 98 caregiver–child dyads (M_{mental age} = 14 months). Fifty dyads included a child with autism spectrum disorder (ASD). Analyses revealed sequential associations between child play and caregiver follow‐in (FI) utterances (utterances related to the child's attentional focus) were stronger in the ASD as compared to the typically developing (TD) group. FI utterances were more likely to elicit functional play than caregiver‐focused utterances, and more so in the ASD group. Across groups, FI directives were more likely to elicit functional play than FI comments. These findings have important implications for research involving caregiver–child play as an early intervention context for children with ASD.  相似文献   

Postscript: Visions of Love in Urban Schooling,or A Love Letter from the Editors     

Ohito  Esther O.  Watson  Wanda  Lyiscott  Jamila  Sealey-Ruiz  Yolanda 《The Urban Review》2019,51(1):146-148

  相似文献   

Visual processing during mathematical problem solving     

K. Jennifer Campbell  Kevin F. Collis  Jane M. Watson 《Educational Studies in Mathematics》1995,28(2):177-194

This study investigated, in the context of mathematical problem solving by secondary school students, the nature of the visual schemata which Johnson (1987) hypothesises mediate between logical propositional structures and rich specific visual images. Four groups of grade 10 students were studied, representing all combinations of high and low operational ability in mathematics (equivalent to Johnson's logical propositional structures) and high and low vividness of visual imagery (corresponding to Johnson's rich images). The results suggested first, that success at problem solving was related to logical operational ability, but not to vividness of visual imagery. Second, a variety of visually based strategies were used during problem solving which differed in their level of generality and abstraction, and use of these strategies appeared related to either logical operational ability or vividness of visual imagery, depending on their level of abstraction. The results supported Presmeg's (1992b) continuum of abstraction of image schemata.Throughout the paper, the first High or Low denotes logical operational ability, and the second, vividness of visual imagery.  相似文献   

Child care choices: A longitudinal study of children,families and child care in partnership with policy makers     

Jennifer M. Bowes  Linda Harrison  Judy Ungerer  Tracey Simpson  Sarah Wise  Ann Sanson  Johanna Watson 《The Australian Educational Researcher》2004,31(3):69-86

Child Care Choices is an example of new early childhood research based on a relationship between policy makers and researchers. It is also an example of large-scale longitudinal team-based research into early childhood in Australia. The ongoing study addresses the professional problem for practitioners and policy makers of the increasing use of multiple care settings and changes to care arrangements in the early years and their possible impacts on child development. The project will follow an initial sample of 693 families with a child aged from birth to three years over a three-year period. An ecological framework is used to include the influences on child development of characteristics of the children and their families, their city or country location, as well as their childcare history and current care arrangements. Development is measured in terms of children’s health, motor development, social and emotional development, language and communication as well as emerging literacy and numeracy. The article discusses the unique features of the project in Australian early childhood research, its history, preliminary findings, and the potential of this kind of large-scale, longitudinal team-based research conducted in partnership with policy makers to contribute to policy as well as to theoretical debate.  相似文献   

Profiling Teachers' Competence and Confidence to Teach Particular Mathematics Topics: the Case of Chance and Data     

Jane M. Watson 《Journal of Mathematics Teacher Education》2001,4(4):305-337

  相似文献   

Ten Years of LibQual: A Study of Qualitative and Quantitative Survey Results at the University of Mississippi 2001-2010     

Judy T. GreenwoodAlex P. Watson  Melissa Dennis 《The Journal of Academic Librarianship》2011,37(4):312-318

This article analyzes quantitative adequacy gap scores and coded qualitative comments from LibQual surveys at the University of Mississippi from 2001 to 2010, looking for relationships between library policy changes and LibQual results and any other trends that emerged. Analysis found no relationship between changes in policy and survey results but did identify a number of trends across the survey period.  相似文献   

Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study     

Kaitlyn P. Wilson  Jessica R. Dykstra  Linda R. Watson  Brian A. Boyd  Elizabeth R. Crais 《Early Childhood Education Journal》2012,40(2):97-105

  相似文献   

Front Row Seats: What We've Learned from the National Literacy and Numeracy Strategies in England     

Lorna Earl  Nancy Watson  Nancy Torrance 《Journal of Educational Change》2002,3(1):35-53

As the OISE/UT team has followed the literacyand numeracy reforms in England, they have beenexamining them in relation to large-scalereform using a model that considers both thepolicy levers and the local challengesassociated with any attempt to change schoolson a massive scale. In this paper, the authorsdescribe their findings from the first twoyears of what will be a four-year project. Theyconclude that the National Strategies forLiteracy and Numeracy have made significantchanges in primary education throughout Englandin a remarkably short period of time. Thechanges, however, are not yet deep-seatedenough to continue without consistent pressureand support. The next phase of NLS and NNSreform is crucial because it involves deepeningthe teaching practices in classrooms andschools, ensuring that other areas of thecurriculum are progressing apace and, attendingto the generic aspects of the broader structureof the profession.  相似文献   

Values Education: a fresh look at procedural neutrality     

Elizabeth Ashton  Brenda Watson 《Educational studies》1998,24(2):183-193

The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.

Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students’ own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.

We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others.  相似文献   

Career Decisional States of Australian and South African High School Students     

Watson  Mark B.  Creed  Peter A.  Patton  Wendy 《International Journal for Educational and Vocational Guidance》2003,3(1):3-19

The influence of contextualfactors on the career decision states of 429South African and 623 Australian male andfemale students in grades 8 to 12 wasinvestigated. The results for both nationalsamples on the Career Decision Scaledemonstrate that grade, gender, and theinteraction of grade and gender impact on thedevelopmental progression of career decisionbehaviour. Gender differences across nationswere more pronounced for males than females.Both South African and Australian students aremore decided in lower grades. Internationaldifferences suggest that South African studentsare less certain and evidence greaterindecision than Australian students. Theimplications for educational decision pointsand career education practices are discussed.  相似文献