Socialization and Social Judgments among Inner-City African-American Kindergartners     

Robert J. Jagers  Kathy Bingham  Sydney L. Hans 《Child development》1996,67(1):140-150

This study explores the relations between certain socialization experiences and social judgments among poor, inner-city African-American kindergartners. 54 mothers and their children took part in this investigation. Consistent with the domain distinction literature, children made judgments about the seriousness, rule contingency, context contingency, and punishment deserved for familiar moral and social-conventional transgressions. Mothers were queried regarding their child-rearing values and discipline practices and described their children's peer network and social experiences. Results indicated that children distinguished between moral and social-conventional issues when explaining why they were wrong and in terms of rule and home context contingency criteria, but not the other judgment criteria. Mothers placed high value on conformity and most often ignored or talked to children about their misbehavior. More frequent use of talking, less ignoring, and less denial of privileges by mothers predicted children's making the domain distinction. Discussion focuses on methodological limitations and directions for future research.  相似文献   

Intergenerational programs for young children: Organizational procedures     

Alfred James  Kathy Leon 《Early Childhood Education Journal》1992,19(3):9-13

Bringing together groups of preschoolers with older people is a concept that is gaining in popularity. Commonly referred to asintergenerational, these experiences — when carefully planned — have been shown to provide children with positive experiences. More specifically, the National Council on Aging defines intergenerational programs as planned activities that increase cooperation and exchange between any two generations for their mutual benefit.I never seen my great grandpa — I seen some old people in Minnesota.Brandon, age fourAlfred James is Assistant Professor of Early Childhood Education, Department of Education, Washburn University, Topeka, KS. Kathy Leon is Director of Menninger Child Care Center, Menninger, Topeka, KS.  相似文献   

A longitudinal analysis of the alignment between children’s early word-level reading trajectories,teachers’ reported concerns and supports provided     

Graham  Linda J.  White  Sonia L. J.  Tancredi  Haley A.  Snow  Pamela C.  Cologon  Kathy 《Reading and writing》2020,33(8):1895-1923

Reading and Writing - In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through...  相似文献   

Promoting literacy in play     

Kathy Roskos  Carol Vukelich 《Early Childhood Education Journal》1991,19(1):30-34

When I was four my mother, father, sister, and I moved to California. My mother wrote my grandmother often, partly because she missed her terribly and partly because my mother relishes writing letters. Whenever she wrote, I sat beside her at the kitchen table and composed as many pages as she did, page after page of squiggly lines.Kathy Roskos is Assistant Professor, Department of Education, John Carroll University. Carol Vukelich is Associate Professor and Director of Inservice Education, College of Education, University of Delaware, Newark, DE.  相似文献   

Tapping autobiographical narratives to illuminate resilience: A transformative learning tool for adult educators     

Kathy D. Lohr 《Educational gerontology》2018,44(2-3):163-170

Adversity has always been a part of life, however, today’s hurricanes and earthquakes in increasingly populated areas, violent unrest creating a global refugee crisis, battlefield stress and work-place harassment, and the challenges of aging populations are demanding a better understanding of how individuals cope with adversity regardless of the source. One answer is resilience. This paper describes a narrative strategy that captures resilience in its many forms based on current research on resilience and transformative learning. Resilience research has moved from a focus on personality traits that help some to rebound to resilience as a process and outcome. As process and outcome, resilience is seen as a teachable attribute. This article applies two metatheories—one from resilience research and one from transformative learning—to data gathered in a qualitative research study on life-story writing. The results provide educators with a tool for facilitating resilience in their learners, clients, and patients.  相似文献   

努力学习,你也能送比萨饼     

Kathy Kallenbach Clark  宫武  周文娟 《海外英语》2007,(7):44-45

我是一位拥有3个小孩,年已43岁的母亲,拥有理学硕士学位.我也是靠外送比萨饼维持生计.在家和孩子们一起呆了4年后我才干起这行.在家整天照看自己的孩子对于许多女人而言是梦寐以求的机会,但它对我并不合适.我开始感到消沉,决定找一份工作这样才能更好体现我的价值.我上夜班时,丈夫就会在家,所以我们不必托人照顾孩子了.  相似文献   

Addressing standards at the program level with electronic portfolios     

Gail L. Ring  Sebastian L. Foti 《TechTrends》2003,47(2):28-32

  相似文献   

Urban High School Student Engagement Through CincySTEM iTEST Projects     

Beckett  Gulbahar H.  Hemmings  Annette  Maltbie  Catherine  Wright  Kathy  Sherman  Melissa  Sersion  Brian 《Journal of Science Education and Technology》2016,25(6):995-1007

Journal of Science Education and Technology - This paper focuses on the notable heightening of underrepresented students’ engagement in STEM education through project-based learning CincySTEM...  相似文献   

Mass Incarceration and Eviction Applications in Calculus: A First-Timer Approach     

Kathy Hoke  Joanna Wares 《PRIMUS》2019,29(3-4):345-357

Abstract

In the calculus classroom, integrating applications with the theoretical and procedural conveys the relevance of the material. Since Newton and Leibniz developed calculus in the context of physics and astronomy, applications in these fields tend to predominate. To engage and excite our students, pedagogical considerations must include broader examples from across the curriculum. Our students have been particularly responsive to examples that address social justice issues. Here we describe two projects used in calculus courses at two different (liberal arts) institutions concerning mass incarceration and eviction. In addition, we offer advice on the implementation for your classroom and include some of our materials.  相似文献   

Career guidance,career assessment,and consultancy     

Fred A. Rowe  Kathy A. Mauer 《Journal of Career Development》1991,17(3):223-233

Summary Although career guidance activities can positively influence students' career development, the effectiveness of such activities is often impaired because they attempt to provide the same services to all students at the same time. Programs typically do not consider either students' differential developmental patterns or the fact that many students have particular needs due to learning, physical, or emotional handicaps. Therefore, a primary focus of refining programs must be the individualization of services to meet a wide variety of student needs.Referral to career assessment or to professionals trained in career assessment and consultation is a valuable option open to school counselors who have neither the time nor the specialized training to conduct such assessments themselves. Career assessment centers offer comprehensive assessment services, including both more traditional assessments as well as innovative activities. Using a consultation paradigm, the school counselor and career assessment officer can better provide comprehensive, individualized assessment and counseling tailored to the specific needs of students, regardless of their handicaps and their different levels of developmental readiness  相似文献