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Suzanne Blanc Jolley Bruce Christman Roseann Liu Cecily Mitchell Eva Travers Katrina E. Bulkley 《Peabody Journal of Education》2013,88(2):205-225
This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from intensive fieldwork in 10 elementary schools and interviews with district staff and others who worked with the schools, as well as further in-depth case study analysis of 5 schools. This article examines how school leaders and grade groups made sense of data provided through interim assessments and how they were able to use these data to rethink instructional practice. We found substantial evidence that interim assessments have the potential to contribute to instructional coherence and instructional improvement if they are embedded in a robust feedback system. Such feedback systems were not the norm in the schools in our study, and their development requires skill, knowledge, and concerted attention on the part of school leaders. 相似文献
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Cross-linguistic analysis of vocabulary in young children: spanish, dutch, French, hebrew, italian, korean, and american english 总被引：2，自引：0，他引：2
Bornstein MH Cote LR Maital S Painter K Park SY Pascual L Pêcheux MG Ruel J Venuti P Vyt A 《Child development》2004,75(4):1115-1139
The composition of young children's vocabularies in 7 contrasting linguistic communities was investigated. Mothers of 269 twenty-month-olds in Argentina, Belgium, France, Israel, Italy, the Republic of Korea, and the United States completed comparable vocabulary checklists for their children. In each language and vocabulary size grouping (except for children just learning to talk), children's vocabularies contained relatively greater proportions of nouns than other word classes. Each word class was consistently positively correlated with every other class in each language and for children with smaller and larger vocabularies. Noun prevalence in the vocabularies of young children and the merits of several theories that may account for this pattern are discussed. 相似文献
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Marie-Germaine Pêcheux François Findji Josette Ruel 《European Journal of Psychology of Education - EJPE》1992,7(3):209-218
Infants’ abilities to focus attention on objects and mothers’ behaviors mobilizing the attention of their child were studied in a sample of 30 dyads, at 5 and 8 months of age. It was hypothesized that at the younger age infants need their mothers’ scaffolding to explore their environment, and that the frequency of mothers’ encouragements at that age is related with their attentional capacities at 8 months; at this later age, mother’s and infant’s behaviors should no more be correlated. Data concerning both the total frequency of the target behaviors and the length of individual occurrences strongly confirm the hypotheses. They imply that in the mother attention getting should be distinguished from attention holding, and are discussed in terms of educational consequences. 相似文献
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Josette Adda 《Educational Studies in Mathematics》1976,7(1-2):3-22
Sans résumé 相似文献
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Up to now, very few studies investigated the influence of gender on the depiction of emotions in children’s drawings. However, the literature on emotions reveals differences between boys and girls in various kinds of tasks (e.g. recognising emotional facial expressions, understanding an emotional situation, etc.). Therefore, we examined the impact of gender on the depiction of sadness and anger. We took into account children’s gender but also the gender of the character expressing the target emotion. Forty-four boys and forty-seven girls aged 7–8 and thirty-six boys and fifty-three girls aged 9–10 were asked to listen to stories where the main character (either a male or a female) was feeling sad or angry and then to draw the facial cues corresponding to the target emotion. Two methods were used to rate the drawings: judges assessed the correct vs. incorrect depiction of the two target emotions and a content analysis was then conducted on the correct drawings so as to reveal the type of facial cues used by children. By showing the major influence of children’s gender on their depiction of sadness and anger, our findings offer promising lines of research in educational and clinical settings. 相似文献
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Josette Adda 《Educational Studies in Mathematics》1993,25(1-2):9-19
Résumé Nous voulons rendre ici hommage plus particulièrement à 1'aspect humaniste de la personnalité de Hans Freudenthal. C'était un homme dont 1'immense culture ne reconnaissait pas les frontières. Il s'est opposé (et ce dans plusieurs langues) à tous les obscurantismes. Son ceuvre s'est d éveloppée dans un très grand nombre de directions: mathématiques, histoire des sciences, éducation, philosophie, ... Il a uvré pour l'ouverture de l'enseignement des mathématiques 'pour tous' et pourtant il a toujours suivi les exigences intellectuelles d'un grand homme de sciences. Il fut aussi un homme d'action et a joué un rôle essentiel dans le d éveloppement de la recherche sur l'enseignement des mathématiques non seulement aux Pays-Bas mais dans le monde entier.
We intend to present here an homage to the humanistic aspect of Hans Freudenthal's personality. His culture was devoid of any frontier and he always struggled (in many languages) against obscurantism. His thoughts and his works went in many complementary directions: mathematics, history of mathematics, mathematics education, philosophy... He worked to open mathematics education to everyone and never lost the intellectual requirements of a great scientific thinker. But he was also a man of action and had a great influence on the development of mathematics education research, not only in The Netherlands but also all around the world.相似文献
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