I'm Happy with My Mommy: Low-Income Preschoolers' Causal Attributions for Emotions     

Stephanie M. Curenton  Melvin N. Wilson 《Early education and development》2003,14(2):199-214

This study examined low-income African American and European American preschoolers' socioemotional causal attributions. Forty-seven Young (M = 48 months) and Old (M = 62 months) preschoolers were asked to justify a puppet's current emotion and to talk about their past emotional experiences. Responses were coded for Causal Theme and Clarity. Old preschoolers were twice as likely to attribute interpersonal themes, and Young preschoolers were 4 times more likely to generate causal themes that were uncodeable. In terms of clarity, children provided clearer responses for anger and fear than they did for happiness. Old preschoolers' explanations for emotions were clearer than young preschoolers' and young African Americans', who had the most difficulty explaining emotions. Results indicate that younger preschoolers, particularly young African Americans, may need help articulating emotions. Suggestions for how adults can scaffold preschoolers' emotional reasoning are discussed.  相似文献   

Teachers as writers: learning together with others     

Teresa Cremin  Debra Myhill  Ian Eyres  Tricia Nash  Antony Wilson  Lucy Oliver 《Literacy》2020,54(2):49-59

In the context of renewed interest in teachers' identities as writers and the writers as artist‐educators, this paper reports upon the findings of “Teachers as Writers” (2015–2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio‐capture (of workshops, tutorials and co‐mentoring reflections) and audio‐diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools.  相似文献   

INTENTIONALITY JUDGEMENT AND ADAPTIVE BEHAVIOUR IN MILDLY RETARDED CHILDREN     

Clive Wilson  Keri Wilton  Colin McGeorge 《International Journal of Disability, Development & Education》1975,22(1):5-12

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Linguistic experience and phonemic perception in infancy: a crosslinguistic study.     

R E Eilers  W Gavin  W R Wilson 《Child development》1979,50(1):14-18

English- and Spanish-learning infants were tested for perception of 2 synthetic speech contrasts differing in voice onset time. The 2 pairs were chosen so that they were native to either Spanish or English. Using the Visually Reinforced Infant Speech Discrimination (VRISD) paradigm, 6--8-month-old infants were taught to respond to a change in auditory stimuli with a headturn. Correct headturns were reinforced by the activation of a lighted animated toy. While Spanish-learning infants provided evidence of discriminating both English and Spanish contrasts, English-learning infants only provided evidence of discriminating their native contrast. The results are discussed in terms of the role of linguistic experience in the development of speech perception skills in infancy.  相似文献   

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers’ Science Content Knowledge and Pedagogy     

Nicole Tuttle  Joan N. Kaderavek  Scott Molitor  Charlene M. Czerniak  Eugenia Johnson-Whitt  Debra Bloomquist  Winnifred Namatovu  Grant Wilson 《Journal of Science Teacher Education》2016,27(7):717-745

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers’ knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers’ science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers’ science content knowledge. Analysis of teachers’ lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers’ pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.  相似文献   

Relationships among individual task self-efficacy,self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment     

Kimberly Wilson  Anupama Narayan 《教育心理学》2016,36(2):236-253

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with self-reports administered during each subtask. Learning strategies were assessed by counting each instance of strategy use as it occurred in peer-to-peer conversations typed into a computer software system. Results showed that for each subtask, learners with higher task self-efficacy had higher task performance. Those who used more learning strategies on each subtask also had higher performance. In turn, high performance was associated with high self-efficacy on subsequent subtasks. Surprisingly, results showed that task self-efficacy and learning strategy use were not significantly related during any subtask. Overall, results imply that task self-efficacy, learning strategy use and past performance are important predictors of task performance.  相似文献   

The use of consumer injury registry data to evaluate physical abuse     

L S Wissow  M H Wilson 《Child abuse & neglect》1988,12(1):25-31

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Ecological Autobiography     

Ruth A. Wilson 《Environmental Education Research》1995,1(3):305-314

This paper presents a discussion of the ecological autobiography as a tool for enhancing an understanding of one's self and the human‐earth relationship. Also presented is a five‐step process for developing one's own ecological autobiography and suggestions on how to make the development of autobiographical essays a part of environmental education programs. A related literature review indicates that focused autobiographies have been used effectively for personal growth, research and curriculum development and that use of the ecological autobiography warrants serious consideration as a tool for environmental education and research.  相似文献   

Full-text federated search of text-based digital libraries in peer-to-peer networks     

Jie Lu  Jamie Callan 《Information Retrieval》2006,9(4):477-498

Peer-to-peer (P2P) networks integrate autonomous computing resources without requiring a central coordinating authority, which makes them a potentially robust and scalable model for providing federated search capability to large-scale networks of text-based digital libraries. However, peer-to-peer networks have so far provided very limited support for full-text federated search with relevance-based document ranking. This paper provides solutions to full-text federated search of text-based digital libraries in hierarchical peer-to-peer networks. Existing approaches to full-text search are adapted and new methods are developed for the problems of resource representation, resource selection, and result merging according to the unique characteristics of hierarchical peer-to-peer networks. Experimental results demonstrate that the proposed approaches offer a better combination of accuracy and efficiency than more common alternatives for federated search of text-based digital libraries in peer-to-peer networks.  相似文献   

Broadband Utilization in Space: Effects of Population and Economic Structure     

John B. Horrigan  Chandler Stolp  Robert H. Wilson 《The Information Society》2006,22(5):341-354

The Internet segment of the information and communications technology industry has been forecast to reach nearly 1.5 billion users by 2007. Generally referred to as broadband, a number of alternative technologies are now deployed broadly across the United States. This article utilizes a unique data set of 9000 survey responses generated by the Pew Internet and American Life Project in 2004 to examine the impact of several spatial factors, including population size and economic structure, on the likelihood of broadband utilization, after controlling for a set of demographic characteristics. The utilization of broadband is found to be greater with larger cities and in cities with large telecommunications-intensive economic sectors. However, demographic characteristics are also found to be quite significant and relatively stronger than geographic factors in determining broadband utilization.  相似文献