Does early reading failure decrease children's reading motivation?     

Morgan PL  Fuchs D  Compton DL  Cordray DS  Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404

The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.  相似文献   

Book Review: Adult Literacy and American Identity: The Moonlight Schools and Americanization Programs     

Tiffany A. Flowers 《Journal of Latinos & Education》2016,15(3):259-261

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Unpacking personal identities for teaching mathematics within the context of prospective teacher education     

Thomas E. Hodges  Lynn Liao Hodge 《Journal of Mathematics Teacher Education》2017,20(2):101-118

This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching contexts, yet came to reconcile these differences in different ways. Whereas one prospective teacher was able to oppose the obligations set forth in the student teaching context, the other complied with obligations in both the teacher education and student teaching contexts. Implications for teacher education include differentiated experiences and placements, methods design, and explicit foci on students’ mathematical thinking.  相似文献   

Children at play: the role of peers in understanding the effects of child care     

Fabes RA  Hanish LD  Martin CL 《Child development》2003,74(4):1039-1043

Although the studies of the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (this issue) and of Watamura, Donzella, Alwin, and Gunnar (this issue) identify the potential of child care to affect children's adjustment, how these effects are produced remains unclear. In this commentary, it is argued that there is a need to expand child care research by considering one of the most important, but unrecognized, contributors to child care effects-peers. Research is reviewed that suggests that children's interactions in same-sex peer groups at child care affect their short- and long-term adjustment. We consider how research on early peer influences can inform the findings of the NICHD Early Child Care Research Network and Watamura et al. studies, aswell as contribute to the next generation of child care research.  相似文献   

On Change and Diversity: The Role of Governmental Policy and Environmental Influences     

Leo Goedegebuure  V. Lynn Meek 《Higher Education in Europe》1997,22(3):309-319

This article addresses the issue of change in the government‐university relationship. As has become increasingly clear for both analysts of higher education policy and for administrators in higher education institutions, a fundamental shift in the relationship between national governments and higher education institutions is taking place in many western European countries. In some countries, these changes are occurring at greater speed than in others, but the movement to what has been labelled “state supervision” is quite dominant. The first part of the article analyzes the rationale for this change at system level by tracing its historical imperatives; after which it discusses the concept of the supervisory governance model. The second part focuses in particular on one of the key objectives of higher education policy, namely diversity, and addresses the question of the extent to which a supervisory governance strategy can contribute to the attainment of this objective and what doing so implies for the role and function of higher education institutions. By focussing on the specific issue of diversity, the authors intend to demonstrate the dynamic relationship between governments and higher education institutions that is implied in the supervisory model.  相似文献   

Comparative Notes on Cross‐sectoral Amalgamation of Higher Educational Institutions: British and Australian case studies     

V. Lynn Meek 《比较教育学》1988,24(3):335-349

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Is Schooling a Risk? Gender,Power Relations,and School Culture in Uganda     

Robina Mirembe  Lynn Davies 《Gender and education》2001,13(4):401-416

This article relates a study of AIDS education in Uganda which used an ethnography of school culture to explore the contradictions in curriculum intervention. The school was found to be a site of an extensive set of gendered practices which constituted a risk in themselves in terms of sexual health. Four forms of control are examined in this article: hegemonic masculinity, gendered discipline patterns, sexual harassment and 'compulsory' heterosexuality. Male domination and power imbalances in the school encouraged attitudes and practices with regard to sexual relationships which negated the official messages of the AIDS curriculum.  相似文献   

Using Total Communication With Young Children With Down Syndrome: A Literature Review and Case Study     

Elizabeth D. Gibbs  Lynn E. Carswell 《Early education and development》1991,2(4):306-320

This paper presents a literature review regarding language abilities of children with Down syndrome and presents a case study concerning the effectiveness of using Total Communication with a young child with Down syndrome. The prevalence of expressive language delays in children with Down syndrome highlights the need to develop early interventions to promote language development. The existing literature on the usefulness of Total Communication as an intervention method with children and adults with special needs is documented and a rationale for the use of Total Communication with children with Down syndrome is presented. In the case study, a single subject simultaneous treatment design was used which involved introducing 20 words during free play (10 oral and 10 Total Communication), which were matched on phonetic complexity and reinforcement value. Results indicated that comprehension was not differentially affected by the type of communication approach used. However, expressively the child was able to use manual signs many months before any understandable words were produced. The use of manual signs did not inhibit use of speech. The results of this case study suggest that the early use of Total Communication can be an effective transitional mode of communication for at least some children with Down syndrome. Further research is needed to explore individual differences between children with Down syndrome and to identify factors that predict those children who benefit most from the use of Total Communication.  相似文献   

III. Gender Constructivism Reconsidered     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):22-39

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The Development of Gender Stereotype Components   总被引：2，自引：0，他引：2  

Carol Lynn Martin  Carolyn H. Wood  Jane K. Little 《Child development》1990,61(6):1891-1904

Developmental research has been limited by a narrow concept of stereotypes. A more complex model is presented, and developmental changes in gender stereotypes were investigated using the new model. In 2 studies, children were told about several sex-unspecified children, each described as having 1 masculine or 1 feminine characteristic. The children then predicted the likelihood of each story child having other masculine and feminine characteristics. In Study 1, 56 children (4–6 years) were told about target children who liked either a masculine or feminine toy, and then children predicted the targets' interests in other toys. In Study 2, 76 older children (6, 8, 10 years) were told about target children with a masculine or feminine characteristic from 1 of 4 categories (appearance, personality, occupations, toys), and then they predicted the likelihood of targets having other masculine and feminine characteristics from the same and from different categories as the cue. 2 developmental trends emerged: ( a ) children appear first to learn associations among characteristics relevant to their own sex and, later, to learn them for the other sex, and ( b ) older children's stereotypic judgments are more extreme than those of younger children. The implications of these results for the development of stereotypes, assessing gender knowledge, and understanding social judgments are discussed.  相似文献