Stability of Inhibition in a Swedish Longitudinal Sample   总被引：3，自引：0，他引：3  

Margaret Kerr  William W. Lambert  Håkan Stattin  Ingrid Klackenberg-Larsson 《Child development》1994,65(1):138-146

2 of the major questions prompted by recent research on inhibition are: (1) Should inhibition be considered a trait dimension, or do those who manifest extreme inhibition constitute a discrete personality type? (2) Are there sex differences in stability of inhibition? We addressed these questions using mothers' ratings over 16 years and psychologists' ratings over 6 years of a Swedish longitudinal sample. From the mean of mothers' 18- and 24-month ratings and the mean of psychologists' 18- and 24-month ratings, we predicted later ratings through 16 years. We performed these analyses for children constituting the extreme 10%–15% from each end of the distribution and then for children not rated as extreme. Ratings were more stable for children in the extreme groups than for those in the nonextreme groups through 6 years; however, only for the inhibited girls did early inhibition predict inhibition into adolescence. We conclude that culturally shared notions of gender-appropriate behavior influence the stability of inhibition.  相似文献   

Colorism in the Classroom: How Skin Tone Stratifies African American and Latina/o Students     

Margaret Hunter 《理论付诸实践》2016,55(1):54-61

Although racial inequality is frequently studied in education, skin tone stratification has received less attention from educational researchers. Inequality by skin tone, also known as colorism, contributes to larger patterns of racial inequality for African Americans and Latina/os. Discrimination by skin tone affects many dimensions of life, including education, employment, housing, spousal status, criminal justice sentencing, and even levels of depression and self-esteem. Although skin tone differences in educational attainment are clearly documented, the actual social practices in schools that create these differences are not well understood. This article theorizes the classroom-level interactions between students, teachers, parents, and administrators that contribute to color-based discrimination in schools. Drawing on theories of social interactions and social structures—including the halo effect, the beauty queue, racial capital, and the school-to-prison pipeline—this article explores the many ways that color-based discrimination affects the educational trajectories of Latina/o and African American children.  相似文献   

Young Children's Comprehension of Pretend Episodes: The Integration of Successive Actions   总被引：3，自引：0，他引：3  

Paul L. Harris  Robert D. Kavanaugh  Melina C. Meredith 《Child development》1994,65(1):16-30

In 3 experiments, children's comprehension of successive pretend actions was examined. In Experiment 1, children (25–38 months) watched 2 linked actions (e.g., a puppet poured pretend cereal or powder into a bowl, and then pretended to feed the contents of the bowl to a toy animal). Children realized that the pretend substance was incorporated into the second action. In Experiment 2, children (24–39 months) again watched 2 linked actions (e.g., a puppet poured pretend milk or powder into a container, and then pretended to tip the contents of the container over a toy animal). They realized that the animal would become "milky" or "powdery." In Experiment 3, children (25–36 months) drew similar conclusions regarding a substitute rather than an imaginary entity. The results are discussed with reference to children's causal understanding, their capacity for talking about objects and events in terms of their make-believe and real status, and the processes underlying pretense comprehension.  相似文献   

Environmental Information: A Review and Appraisal     

David M. Rubin  Thomas H. Harris  David W. Jones Jr.  David Peter Sachs  Clarence A. Schoenfeld 《The Journal of environmental education》2013,44(1):61-63

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A framework for infusing multicultural curriculum into gifted education     

Donna Y. Ford  J. John Harris III 《Roeper Review》2013,35(1):4-10

Creative thinking can be encouraged in the intermediate grades by teaching specific skills that may be integrated into various subject areas.  相似文献   

Autumn's Heraldry     

Mildred Ver Soy Harris 《The Educational forum》2013,77(1)

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Revisiting Room 224: Teacher Educators and Classroom Teachers Change Places     

Patricia Williams  Carl Harris 《Clearing house (Menasha, Wis.)》2013,86(3):187-189

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Conservation of children's abilities through reading     

Julia M. Harris 《Peabody Journal of Education》2013,88(3):206-212

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Spatial awareness in seven to 11‐year‐old physically handicapped children in mainstream schools     

Nigel Foreman  Claire Orencas  Eve Nicholas  Pamela Morton  Margaret Gell 《欧洲特需教育杂志》2013,28(3):171-179

ABSTRACT

Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff.  相似文献   

A Means of Honorable Support: Art and Music in Women's Education in the Mid‐Nineteenth Century     

Margaret A. Nash 《History of education quarterly》2013,53(1):45-63

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