Returning to The Secret Garden     

Nina Bawden 《Children‘s Literature in Education》1988,19(3):165-169

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Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education     

Marja Syrjämäki  Nina Sajaniemi  Eira Suhonen  Alisa Alijoki  Mari Nislin 《欧洲特需教育杂志》2017,32(3):377-390

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"This is a bad dog, you know...": constructing shared meanings during sibling pretend play   总被引：2，自引：0，他引：2  

Howe N  Petrakos H  Rinaldi CM  LeFebvre R 《Child development》2005,76(4):783-794

The construction of shared meanings in play, pretense enactment, internal state language, and sibling relationship quality were investigated in 40 kindergarteners with an older (M age = 7.10 years) or younger (M age = 3.6 years) sibling. Dyadic strategies to construct shared meanings (e.g., extensions, building on) were positively associated with frequency of pretense and internal state language. Developmental differences indicated that older dyads used more shared meaning strategies, whereas younger dyads engaged in non-maintenance behaviors (i.e., disruptions to flow of play). Furthermore, firstborn kindergarteners used more non-maintenance behaviors, whereas second-born kindergarteners extended partner's ideas. Findings highlight the sibling relationship as a context for illuminating social understanding and relationship dynamics during pretend play.  相似文献   

Enacting the role of special needs educator – six Swedish case studies     

Nina Klang  Katarina Gustafson  Gunvie Möllås  Claes Nilholm  Kerstin Göransson 《欧洲特需教育杂志》2017,32(3):391-405

With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion.  相似文献   

伯恩斯坦的语言编码理论述评——对我国教育过程公平的启示     

卢妮娜 《基础教育研究》2011,(4):6-7

巴兹尔·伯恩斯坦提出,来自不同背景的儿童,在他们的早期生活中发展了不同的符码,或者说是说话的形式,这些会影响他们以后在学校的经验。他从学生语言技能角度解释教育中存在的不平等现象,认为语言的差距会造成学业成绩的差距,会造成学生在教育过程中的不平等待遇。这一理论为我国研究教育过程公平提供了一个新的视角,同时也警惕教师们应该关注学生的语言发展。  相似文献   

English-bilingual biology for standard classes development,implementation and evaluation of an English-bilingual teaching unit in standard German high school classes     

Nina Meyerhöffer  Daniel C. Dreesmann 《International Journal of Science Education》2019,41(10):1366-1386

English connects all areas of science around the world. Productive and receptive English-language skills are thus a crucial tool that schools must provide their students with in order to prepare them for higher education and professional life. The introduction of bilingual instruction of subject matter, often referred to as Content and Language Integrated Learning (CLIL), allows for incorporating English as a medium of communication directly into the science classroom. However, such bilingual lessons are often only accessible in the context of bilingual programmes for which students have to qualify based on their previous performance. The present study assessed the applicability of bilingual modules in non-selected groups of students. For this, a bilingual teaching unit on immunology was developed and implemented in standard German ninth grade classes. After the unit, bilingually taught students showed the same content knowledge gains as their peers who had been taught solely in their native language. Average achievement motivation ratings before and after the unit were medium to high in all classes, and the majority of students was open to more bilingual lessons. An evaluation of student comments provides further indications for the development of future bilingual units.  相似文献   

Hedonic and utilitarian value: the role of shared responsibility in higher education services     

Joanne T. Cao  Jamye Foster  Gallayanee Yaoyuneyong  Nina Krey 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):134-152

While on-campus student housing availability has been shown to improve retention, the interdependence between students and providers in creating the value of campus living has not been explored. This paper, therefore, draws on theories from marketing and education to investigate the role of shared responsibility in educational service outcomes (perceived utilitarian value, perceived hedonic value, satisfaction, and positive word-of-mouth) in the context of university housing. Analysis using a general linear model shows that all dependent variables increase as students’ sense of shared responsibility increases. These results contribute to the literature by introducing the notion of shared responsibility to the examination of student housing value perceptions. After implications for various stakeholders are discussed, recommendations for future research are given.  相似文献   

不同阅读方式下学前儿童在图画书阅读中对文字的关注     

刘妮娜  闫国利  丁敏 《学前教育研究》2012,(5):10-16

分享阅读被认为可以有效提高儿童的文字意识,因为它可以使儿童获得更多与文字接触的机会。为了验证以上观点,本研究以SMI眼动仪为工具,对71名3~6岁幼儿在自主阅读和分享阅读方式下阅读图画书的特点进行考察。结果发现:分享阅读不能提高学前儿童对文字的关注程度,自读方式则可以增加儿童与文字接触的机会;儿童对文字的关注程度随着年龄班的增长而提高,且在小班与中班之间变化最为明显;阅读方式不影响儿童对主人公的关注程度;分享阅读提高了儿童信息加工的速度,且该效应在小班最明显;儿童对图画书中隐藏细节信息的关注程度随着年龄班的增长而降低。  相似文献   

The Relationship of Discipline Background to Upper Secondary Students’ Argumentation on Socioscientific Issues     

Nina Christenson  Shu-Nu Chang Rundgren  Dana L. Zeidler 《Research in Science Education》2014,44(4):581-601

In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students’ justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students’ argumentation regardless of students’ discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills.  相似文献   

The Power of Publication: A Journey Into Authorship by One Child With Learning Disabilities     

Nicole Berge  Nina Zaragoza 《Literacy》1996,30(2):32-38

This article describes the journey of Daniel, a child with learning difficulties, into authorship through one-to-one tutoring. It discusses the powerful and positive influence the introduction of book making and publication had on Daniel's enthusiasm for writing and writing fluency. All this is set within a discussion of recent work on writing process teaching.  相似文献