Mind what mother says: narrative input and theory of mind in typical children and those on the autism spectrum   总被引：5，自引：0，他引：5  

Slaughter V  Peterson CC  Mackintosh E 《Child development》2007,78(3):839-858

In 2 studies mothers read wordless storybooks to their preschool-aged children; narratives were analyzed for mental state language. Children's theory-of-mind understanding (ToM) was concurrently assessed. In Study 1, children's (N=30; M age 3 years 9 months) ToM task performance was significantly correlated with mothers' explanatory, causal, and contrastive talk about cognition, but not with mothers' simple mentions of cognition. In Study 2, the same pattern was found in an older sample of typically developing children (N=24; M age 4 years 7 months), whereas for children on the autism spectrum (N=24; M age 6 years 7.5 months), ToM task performance was uniquely correlated with mothers' explanatory, causal, and contrastive talk about emotions.  相似文献   

Empowering student learning through Tablet PCs: A case study     

Sandy C. Li  Jacky W. C. Pow  Emily M. L. Wong  Alex C. W. Fung 《Education and Information Technologies》2010,15(3):171-180

Empowering students to learn through ICT is seen as a way to address the growing awareness and demand for preparing students to effectively participate in the emerging global knowledge economy. It is believed that, in order to maintain competitiveness in a global economy, traditional classroom practices must be re-conceptualized in a way that enables students to engage themselves in knowledge building, to become more self-directed, and to assume greater autonomy and social responsibility over their own learning. In this article, we report a case study on the use of Tablet PCs to support teaching and learning in a primary school in Hong Kong, and provide insights into how schools can harness and capitalize on the opportunities offered by such emerging technologies.  相似文献   

Extending the Mertonian Norms: Scientists' Subscription to Norms of Research     

Anderson MS  Ronning EA  Devries R  Martinson BC 《The Journal of higher education》2010,81(3):366-393

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Repertoires of practice: Re-framing teaching portfolios     

Deborah P. Berrill  Emily Addison 《Teaching and Teacher Education》2010

Teaching portfolios have been widely used in pre-service teacher education programs for approximately two decades and often constitute exit requirements and/or function as a requirement for entry to the teaching profession. Yet much has been written about teacher candidate confusion as to whether the portfolio's purpose is to document their learning and their identity formation as teachers or to serve as evidence of their teaching competence. This paper applies a sociocultural historical lens to this issue, exploring the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, we seek to re-frame the above issues in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. We conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices. Through this re-framing, the purposes of the teaching portfolio may be more apparent and less contradictory.  相似文献   

Toward a Kairos of Library Instruction     

Emily Drabinski 《The Journal of Academic Librarianship》2014,40(5):480-485

Information literacy instruction in libraries is organized by the ACRL Information Literacy Competency Standards. Currently under revision, these Standards define a set of external, abstract learning objectives that have been productive of a teaching role for librarians. Simultaneously, the Standards have generated a substantial critical literature that contests the objectives as a “Procrustean bed” that distracts from the particular teaching and learning contexts. This paper offers an alternative organizing heuristic for instruction in libraries. Kairos is an ancient Greek theory of time married to measure. Used by both Plato and the Sophists to understand the emergence of truth from context, kairos has been deployed by composition studies to gain a critical perspective on teaching student writing. Used to understand the context that generated both the first set of Standards and their revision, kairos can usefully direct the energy of teaching librarians toward their particular students and classrooms.  相似文献   

Understanding arts audiences: existing data and what it tells us     

Emily Keaney 《Cultural Trends》2008,17(2):97-113

Increasing public engagement with the arts is a core part of Arts Council England's mission. It is also a key objective of the Department of Culture, Media and Sport. The need for evidence based policy in this area has led to the production of a number of new data sources, including the commissioning of the Taking Part survey, an in-depth survey of how people in England attend and participate in the arts, and the “arts debate”, a wide-reaching programme of qualitative research and consultation into people's attitudes to the arts and their funding. This article examines the benefits and pitfalls of the different kinds of data available, and what these new sources of evidence add to policy makers' understanding of how people engage with the arts in England. In particular, it explores how findings from the arts debate complement and build on the quantitative findings from Taking Part, and what implications this has for future research priorities.  相似文献   

What they're reading—Guides for the first year of college     

Emily Swallow 《About Campus》2007,12(3):30-32

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A review of psychotherapy outcome research: Considerations for school‐based mental health providers     

Emily A. Zirkelback  Robert J. Reese 《Psychology in the schools》2010,47(10):1084-1100

Evaluating psychotherapeutic outcome is an important endeavor given psychology's focus on identifying effective treatments. There is ample evidence to suggest that psychotherapy interventions for children and adolescents are effective. Unfortunately, the child and adolescent psychotherapy outcome literature lags behind the adult‐focused outcome literature in some important areas, as children and adolescents are often viewed as extensions of adults. This review analyzes the pertinent youth meta‐analyses, examining treatment, client, and therapist variables relevant to positive outcomes. We also consider the impact of variables that have received more attention in the adult psychotherapy outcome literature (i.e., the therapeutic alliance, therapist effects, and allegiance effects) and their possible impact on child and adolescent outcomes. Our hope is that this discussion benefits school‐based mental health professionals when discerning what works best with the youth population. © 2010 Wiley Periodicals, Inc.  相似文献   

“Concreteness fading” promotes transfer of mathematical knowledge     

Nicole M. McNeil  Emily R. Fyfe 《Learning and Instruction》2012,22(6):440-448

Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are “faded” into more abstract instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three conditions: generic, in which the concept was instantiated using abstract symbols, concrete in which it was instantiated using meaningful images, or fading, in which it was instantiated using meaningful images that were “faded” into abstract symbols. After learning, undergraduates completed a transfer test immediately, one week later, and three weeks later. Undergraduates in the fading condition exhibited the best transfer performance. Additionally, undergraduates in the generic condition exhibited somewhat better transfer than those in the concrete condition, but this advantage was not robust. Results suggest that concrete instantiations should be included in the educator's toolbox.  相似文献   

Dos and don'ts for electronic journal management: some advice to publishers     

Emily McElroy 《Learned Publishing》2002,15(2):125-128

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