Do young children think of television images as pictures or real objects?     

John H. Flavell  Eleanor R. Flavell  Frances L. Green  Jon E. Korfmacher 《广播与电子媒介杂志》2013,57(4):399-419

Three studies investigated whether 3‐ and 4‐year‐olds interpret television images as mere pictorial representations of objects or as real, physically‐present objects. Four‐year‐olds gave clear evidence of making the former interpretation whereas 3‐year‐olds seemed to make the latter one. However, the data suggest that the younger children's errors reflect a failure to differentiate conceptually between television images and their referent objects rather than a conviction that real objects populate television sets.  相似文献   

Arts enrichment and preschool emotions for low-income children at risk     

Eleanor D. Brown  Kacey L. Sax 《Early childhood research quarterly》2013

No studies to date examine the impact of arts-integrated preschool programming on the emotional functioning of low-income children at risk for school problems. The present study examines observed emotion expression and teacher-rated emotion regulation for low-income children attending Settlement Music School's Kaleidoscope Preschool Arts Enrichment Program. At a level of p < .001, results indicate the following. First, within Kaleidoscope, children showed greater observed positive emotions such as interest, happiness, and pride, in music, dance, and visual arts classes, as compared to traditional early learning classes. Second, children at Kaleidoscope showed greater observed positive emotions than peers attending a comparison preschool that did not include full integration of the arts. Third, across the school year, children at Kaleidoscope showed greater growth in teacher-rated levels of positive and negative emotion regulation. The implication is that arts enrichment may promote social–emotional readiness to learn for low-income children at risk for school problems.  相似文献   

National monitoring in social studies: the reliability of assessment interviews     

Eleanor Hawe  Isabel Browne 《Curriculum Journal》2013,24(3):281-297

The National Education Monitoring Project (NEMP) is responsible in New Zealand for the national assessment of primary school children's achievement in the essential learning areas, one of which is social studies. Individual interviews are one of the approaches used to assess students' understanding. The assessors are registered teachers, selected by NEMP, who attend a training week where they learn how to conduct the standardised assessment tasks and associated interviews. This study examines the reliability of the assessment interviews used in the 2005 round of social studies monitoring, in particular the variations between teacher administrators (TAs) in their use of prompts and probes. The extent of variation observed in the use of three kinds of prompt was sufficient to raise questions about the reliability of the assessment process. A surprising outcome was the consistent failure of TAs to clarify and elucidate students' social studies understandings through the judicious use of probes. The prompt-related variations between TAs and their failure fully to ‘tap into’ understandings assessed by interview-based tasks are serious threats to the validity of claims regarding students' achievement in social studies. This is particularly concerning as NEMP data are used as the basis for identifying and reporting national patterns and trends in educational performance and making recommendations to policy-makers, curriculum planners and educators.  相似文献   

“And a Bed is yon Seeming Bookcase”: An Interpretation of Deception Beds in Victorian Homes     

Eleanor Alexander 《Journal of American culture (Malden, Mass. : 2003)》1985,8(3):2-10

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The best read of 1973-six opinions     

Edward Blishen  Eleanor von Schweinitz  Peter Nixon  Ann Thwaite  Andrew Stibbs  Joy Chant 《Children‘s Literature in Education》1974,5(2):14-23

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Gender matters in transition to adulthood: A survey study of adolescents with disabilities and their families     

Kristin Powers  Jennifer Hogansen  Sarah Geenen  Laurie E. Powers  Eleanor Gil‐Kashiwabara 《Psychology in the schools》2008,45(4):349-364

This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Realizing the Value of Non-Purchased Content     

Elyse Profera  Meg Walker  Eleanor I. Cook 《期刊图书馆员》2014,66(1-4):88-91

This presentation summarized a May 2013 white paper published by Taylor & Francis Group, Facilitating access to free online resources: challenges and opportunities for the library community (www.tandf.co.uk/libsite/pdf/TF-whitepaper-free-resources.pdf). Taylor & Francis staff conducted research aimed at exploring free content discoverability from the perspective of librarians. Study focus groups were held in London and Seattle, Washington in early 2013. Research also included telephone interviews, surveys, and literature searching to identify relevant studies and commentary articles.  相似文献   

Navigating puberty,identity, and race among transnationally,transracially adopted Korean American adolescents     

Christine S. Wu  Adam Y. Kim  Eleanor K. Seaton  Rona Carter  Richard M. Lee 《Child development》2023,94(3):768-778

This exploratory study examined the relation between pubertal timing and dimensions of ethnic-racial identity among adopted Korean Americans raised transracially in White families. The study also examined whether internalized racism moderated the association between pubertal timing and ethnic-racial identity. Adopted Korean American adolescents (N = 202; 108 females; ages 13–19 years) completed measures of pubertal development, ethnic-racial identity, and internalized racism in 2007. There was no significant main effect of pubertal timing for either male or female adolescents. Internalized racism moderated the relation between pubertal timing and ethnic-racial identity clarity (B = −.16, p = .015) among male adolescents. Specifically, earlier pubertal timing was significantly associated with lower ethnic-racial identity clarity for male adolescents with higher levels of internalized racism.  相似文献   

Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre-pandemic conditions     

Eleanor Warnes  Elizabeth J. Done  Helen Knowler 《Journal of Research in Special Educational Needs》2022,22(1):31-43

A survey-based investigation of teachers’ concerns was conducted the following adaptation of Sharma and Desai’s ‘Concerns about Integrated Education (CIE) Scale’ two decades ago. The terminology was adjusted and ‘integrated’ became ‘inclusive’, and ‘Special Educational Needs and / or Disability (SEND)’ replaced ‘disability’ in a novel ‘Concerns about Inclusive Education Scale’. A purposive sample included the public and private education sectors. An online questionnaire was completed in April 2020 (n = 93) by teachers (66: state mainstream, 18: independent, 5: UK-based international schools, 3: SEND specialists, 1: alternative provision). Statistical analysis of closed questions aimed to identify teachers’ concerns about IE for children with SEND and was complemented by qualitative analysis of data generated through open-ended questions. Varied understandings of what IE means and longstanding concerns were identified. The highest level of concern was evidenced around resources, specifically, funding for specialist and support staff, resources, and appropriate infrastructure. Qualitative data analysis suggested that children with SEND risk being perceived as an onerous adjunct to an already stressful ‘regular’ teaching role. Few respondents mentioned national performance monitoring and accountability regimes in this context and, instead, viewed additional paraprofessional and external support as self-evident solutions to excessive workloads, neglecting the implications for equity in education.  相似文献