Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment   总被引：1，自引：0，他引：1  

Lori E. Skibbe  Laura M. Justice  Tricia A. Zucker  Anita S. McGinty 《Early education and development》2008,19(1):68-88

Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their literacy beliefs and practices while children's print-related knowledge was assessed directly. Results indicated that mothers of children with SLI held somewhat less positive beliefs about literacy and reported engaging in fewer literacy practices compared to mothers of children with TL. For the entire sample, maternal literacy practices and beliefs predicted children's print-related knowledge, although much of this association was accounted for by maternal education. Subgroup analyses focused specifically on children with SLI showed there to be no relation between maternal literacy beliefs and practices and children's print-related knowledge. The present findings suggest that the home literacy experiences of children with SLI, and the way that these experiences impact print-related knowledge, may differ in important ways from typical peers.  相似文献   

Moral Responsibility for Harm Caused by Computer System Failures     

Douglas?BirschEmail author 《Ethics and Information Technology》2004,6(4):233-245

When software is written and then utilized in complex computer systems, problems often occur. Sometimes these problems cause a system to malfunction, and in some instances such malfunctions cause harm. Should any of the persons involved in creating the software be blamed and punished when a computer system failure leads to persons being harmed? In order to decide whether such blame and punishment are appropriate, we need to first consider if the people are “morally responsible”. Should any of the people involved in creating the software be held morally responsible, as individuals, for the harm caused by a computer system failure?This article provides one view of moral responsibility and then discusses some barriers to holding people morally responsible. Next, it provides information about the Therac-25, a computer-controlled medical linear accelerator, and its computer systems failures that led to deaths and injuries. Finally it investigates whether two key people involved in the Therac-25 case could reasonably be considered to have some degree of moral responsibility for the deaths and injuries. The conclusions about whether or not these people were morally responsible necessarily rest upon a certain amount of speculation about what they knew and what they did. These limitations, however, should not cause us to conclude that discussions of moral responsibility are fruitless. In some cases, determinations of moral responsibility may be made and in others the investigation is still worthwhile, as the article demonstrates.  相似文献   

Living in the Sweet Spot: Preparing for Performance in Sport and Life,A.L. Baltzell,first ed., Fitness Information Technology,A Division of the International Center for Performance Excellence,West Virginia University,Morgantown, WV (2011), 297 pp., ISBN: 978-1-935412-09-0     

Laura M. Hatfield 《Sport Management Review》2012,15(2):261-262

  相似文献   

Two Poems by Laura Stuckey     

Laura Stuckey 《Academic Questions》2013,26(4):476-478

  相似文献   

Sustaining advocacy and action on women��s participation and gender equality in adult education     

Carolyn Medel-A?onuevo  Anna Bernhardt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):57-68

This article gives an overview of the development of gender equality and women??s participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education (GRALE) observed that a gender gap in the participation in adult learning and education still persisted in 2009. This is especially remarkable with regard to the impact of CONFINTEA V in 1997, because it focused on the issue of women??s participation and gender equality. A review of the CONFINTEA VI programme elements and the national reports prepared by UNESCO Member States in 2008 reveals that gender issues have to some extent moved from the centre of attention to the periphery. This article therefore tries to explore how gender principles are acknowledged in CONFINTEA VI and its follow-up.  相似文献   

Twentieth-century higher education: Elite to mass to universal
By Martin Trow; edited by Michael Burrage. Johns Hopkins University Press, Baltimore, 2010, 626?pp. ISBN 978-0-8018-9441-1 (hbk), ISBN 978-0-8018-9442-8 (pbk)     

Darko ?trajn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,36(4):761-762

  相似文献   

Classroom materials     

Gayle Kirker  Laura Newman  Lynn Brown 《Roeper Review》2013,35(2):38-39

Five children and five families

Scholastic Book Series, 904 Sylvan Avenue Englewood Cliffs, N.J. 07632

The Bowmar nature series: The ways off plants

Bowmar Publishing Corporation 4563 Colorado Los Angeles, CA 90039

Science experiences for young children

Rosemary Althouse and Cecil Main, Jr. Teachers College Press Teachers College, Columbia University New York and London, 1975 1234 Amsterdam, N. Y. 10029

Walker Plays: Mythology Curriculum Associates 6 Henshaw Street Woburn. Mass. 01801  相似文献   

Relationship of Online Teacher Professional Development to Seventh-Grade Teachers' and Students' Knowledge and Practices in English Language Arts     

Raquel Magidin de Kramer  Jessica Masters  Laura M. O'Dwyer  Sheralyn Dash  Michael Russell 《The Teacher Educator》2013,48(3):236-259

Online professional development (OPD) has potential to improve teacher quality by improving teachers' knowledge and instructional practices. These changes, in turn, have potential to improve student achievement. Unfortunately, there is a dearth of scientific research on the effects of OPD on teachers and, more importantly, on students. This article presents the results of a randomized controlled trial exploring the effects of a series of three learning-community model OPD workshops on teachers' content knowledge, teachers' instructional practices, students' content knowledge, and students' practices in the context of seventh-grade English language arts. There were statistically significant effects on teachers' vocabulary and overall English language arts content knowledge and on vocabulary and writing practices. The effect sizes of these changes ranged from small to medium. There were statistically significant effects on students' reading comprehension practices.  相似文献   

Counselor Cognitions: General and Domain‐Specific Complexity     

Laura E. Welfare  L. DiAnne Borders 《Counselor Education & Supervision》2010,49(3):162-178

Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain‐specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed.  相似文献   

Job stress and locus of control in teachers: comparisons between samples from the United States and Zimbabwe     

Laura M. Crothers  Gibbs Y. Kanyongo  Jered B. Kolbert  John Lipinski  Steven P. Kachmar  Gary D. Koch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,7(2):651-669

  相似文献