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61.
Agnés Danis 《European Journal of Psychology of Education - EJPE》1997,12(3):261-272
The purpose of this study was to determine whether the dynamics and structure of mother-child interactions around toys vary with the familiarity of toys. Twelve mother-child dyads with a 5- or 9-month-old infant were filmed two consecutive 5-minute sessions in the presence of familiar or novel objects. By relating the mother’s behaviour to her infant’s, we were able to define episodes consisting of phases of joint engagement of the two partners on the same topic or reference object. In a context involving familiar objects, mothers more often took the initiative to introduce a topic, and they kept the child’s attention focused on the object for longer periods, by means of various manipulations. In contrast, the attractiveness of the novelty gave the infants more initiative, and the mothers followed the child by providing mostly verbal support. 相似文献
62.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
63.
Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined. 相似文献
64.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
65.
Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed. 相似文献
66.
European Journal of Psychology of Education - 相似文献
67.
68.
The effects of identical context on pattern recognition by pigeons for outline drawings of faces were investigated by training
pigeons to identify (Experiment 1) and categorize (Experiment 2) these stimuli according to the orientation of the mouth—an
upright U shape representing a smiling mouth or an inverted U shape representing a sad mouth. These target stimuli were presented
alone (Pair 1), with three dots in a triangular orientation to represent a nose and eyes (Pair 2), and with the face pattern
surrounded by an oval (Pair 3). In Experiment 1, the pigeons trained with Pair 1 were most accurate, those trained with Pair
2 were less so, and those trained with Pair 3 failed to acquire the discrimination within eighty 100-trial sessions. The same
ordering was found in Experiment 2 for pigeons trained on the three pairs simultaneously. The authors suggest that a contrasting
finding in humans, the face superiority effect, might be due to a gain in discriminability resulting from recognition of the
pattern as a face. An exemplar model of information processing that excludes linguistic coding accounts for the present results. 相似文献
69.
70.
Eric M. David 《The Urban Review》1994,26(4):243-255
Perched on the Mason-Dixon line, Baltimore ignored calls for resistance from its southern neighbors by becoming one of the
first cities in the country to comply withBrown. By the beginning of the 1955 school year, leaders had implemented a desegregation plan, and Baltimore was being applauded
for the early and peaceful integration of its public schools.
Within a few years, however, the praise faded as it became clear that Baltimore still suffered from de facto segregation.
Faced with this reality, the school board refused to take the steps necessary to remedy the problem, instead shifting the
blame to society at large. This failure by the board started a pattern of abandonment by school leadership that culminated
in 1991 with the privatization of several of Baltimore's public schools. The result of this abandonment is a crippled school
system that still has not dealt with issues of race and equality. 相似文献