Book reviews     

Robin Richardson  Angel Diego Marquez 《Prospects》1984,14(4):551-557

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Come out and fight     

Fox F 《New scientist (1971)》2005,187(2518):22

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Educational technology and overseas exchange     

John W. R. Fox 《Higher Education Quarterly》1970,24(4):453-464

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Evaluating reactions and transfer of skills from Blackboard training     

Florence Martin  Robin Freeman Brooks  Matthew C. Gayford  Herman A. Hall  Kimberly Y. Whitfield 《Performance Improvement》2011,50(1):26-33

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Influence of a conservative sleep management strategy during a solo Pacific Ocean crossing on anxiety and perceived fatigue: a case study     

Hagin V  Gonzales BR  Candau RB  Groslambert A 《Journal of sports sciences》2012,30(4):395-402

The aim of this case study was to determine whether a sailor's deliberate choice of a conservative strategy to manage sleep deprivation would allow him to cross the Pacific Ocean and to minimize his state of anxiety and perceived fatigue. The participant, who had more than 10 years' sailing experience in severe conditions, was tested on a small catamaran without any living quarters during a solo Pacific Ocean crossing. Estimations of sleep hours, state anxiety, and perceived fatigue were self-reported by the sailor on a daily basis using a specific questionnaire. The most important finding is that the sailor's deliberate sleep strategy, 5.4 h sleep per day (24% less than on-shore), was enough to keep his anxiety and perceived fatigue within acceptable limits and enabled him to achieve his goal, which was the first crossing of the Pacific Ocean on a catamaran of less than 6 m. In conclusion, our results suggest that the sailor observed in the present case study was able to minimize anxiety and perceived fatigue with adequate sleep to optimize his performance, security, and to achieve his goal.  相似文献   

The cipher of the zodiac     

Robert Fox  Charles C. Gillispie  Theresa Levitt  David Aubin  Jed Z. Buchwald  Diane Greco Josefowicz 《Metascience》2012,21(3):509-530

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The Growth of Phonological Awareness by Children With Reading Disabilities: A Result of Semantic Knowledge or Knowledge of Grapheme-Phoneme Correspondences?     

Justin C. Wise  Rose A. Sevcik  Robin D. Morris  Maureen W. Lovett  Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164

According to the Lexical Restructuring Model (Metsala & Walley, 1998 Metsala, J. L. and Walley, A. C. 1998. “Spoken vocabulary growth and the segmental restructuring of lexical representation: Precursors to phonemic awareness and early reading ability”. In Word recognition in beginning literacy, Edited by: Metsala, J. L. and Ehri, L. C. 89–120. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.  [Google Scholar]), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) Ziegler, J. C. and Goswami, U. 2005. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory.. Psychological Bulletin, 131: 3–29. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness.  相似文献   

The context of their lives     

Kaye Lowe  Doris Martin  Gail Fox 《Journal of Early Childhood Teacher Education》2013,34(3):207-213

Abstract

This paper explores the Ecology of Human Development Model (Bronfenbrenner, 1979) as applied to the lives of students enrolled in the Early Childhood Education program at James Madison University (Virginia). This model provided insights into who our students are, their experiences, beliefs and values and how they define themselves; secondly, the process of reflection provided an opportunity for students to examine their lives as part of a larger social context; and thirdly, by valuing the process, it is hoped that students would recognize the importance of coming to know the children they teach. It is imperative that students are well prepared for teaching an increasingly diverse population (NCATE Standard I.E.2). Our belief is that in order for prospective teachers to appreciate diversity in classrooms, they need first to examine the context of their own lives. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

JUNIOR FACULTY AS LIAISONS: THE REALITIES OF PDS COLLABORATION     

Michael D. Davis  Jill Englebright Fox 《Journal of Early Childhood Teacher Education》2013,34(3):259-263

Conflicting perspectives on the parent’s role in the infant/toddler classroom can play a significant role in early educational settings. A recent ethnographic study of an Early Head Start program in New York City focused on conflict of this nature and raised the following set of questions: What sort of power and privilege should parents be given in decisions about classroom practice? Who or what should have the final say in these decisions: parents, teachers, administrators, or early childhood research literature? Should teachers unhesitatingly instruct parents as to what constitutes “best practice” or should the parents’ position be given primary consideration? How much weight should culturally based beliefs about child-rearing and early education carry in these decisions? The theoretical framework for this study, following Lubeck (1994) Lubeck, S. 1994. “The politics of developmentally appropriate practice: Exploring issues of culture, class and curriculum”. In Diversity and developmentally appropriate practices: Challenges for early childhood education, Edited by: Mallory, B. and New, R. 17–43. New York, NY: Teachers College Press.  [Google Scholar], challenges the notion that “disadvantaged” parents should be categorically dismissed as deficient in their thinking about what is educationally best for their children. The corollary notion that “disadvantaged” parents should be forced to defer to the assumptions of educators—most of whom are white and middle class—is similarly questioned. Greenman (1989) Greenman, J. 1989. Living in the real world: Diversity and Conflict. Exchange, 11 [Google Scholar] and Greenberg’s (1969 Greenberg, P. 1969. The devil has slippery shoes: A biased biography of the child development group of Mississippi (CDGM): A story of maximum feasible poor parent participation, Washington, DC: Youth Policy Institute.  [Google Scholar]/1991) assertions that conflicts that arise over teachers’, administrators’ and parents’ differing ideas about children, child-rearing, and early educational practice can be resolved in ways that are acceptable to all parties also inform this theoretical framework. An analysis of teacher interview data, coupled with classroom observational data, revealed four varying “theme perspectives.”  相似文献   

Book Review     

Robin Goodfellow 《Teaching in Higher Education》2013,18(1):131-133

This paper is a critical review of some recent literature around the ‘literacies of the digital’ in schools and higher education. It discusses the question: ‘what does the conjoining of the terms “digital” and “literacy” add to our understanding of teaching and learning in higher education’? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector.  相似文献