What we know about the development of communication competence     

Shirley A. Van Hoeven 《Communication Studies》2013,64(1-2):33-38

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DEVELOPING CURRICULA FOR GRANDPARENTS IN JAPAN     

Robert Strom  Shirley Strom  Pat Collinsworth  Saburo Sato  Katsuko Makino  Yasuyuki Sasaki 《Educational gerontology》2013,39(8):781-794

The purpose of this study was to determine how three generations view the contribution and needs of grandparents in Japan. A sample consisting of 239 grandparents, 266 parents, and 274 grandchildren from, urban and rural areas completed the Grandparent Strengths and Needs Inventory (Strom & Strom, 1993). Grandparents reported more satisfaction, success, and involvement in teaching than was observed by parents or grandchildren. Grandparents experienced greater difficulty as well as frustration and saw themselves as less informed about their role than was reported by younger people. Significant main effects were generation, grandchild gender, grandchild age, generations living together, frequency of grandchild care by the grandparent, and amount of time the generations spent together. Implications for building curricula and guidelines for program development are identified.  相似文献   

Single-sex school boys’ perceptions of coeducational classroom learning environments     

Shirley M. Yates 《Learning Environments Research》2011,14(1):1-10

Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment. The Individualised Classroom Environment Questionnaire (ICEQ) was administered to 309 elementary and secondary boys from a single-sex school over 3 years prior to (T1), during (T2) and after (T3) the introduction of coeducation. Overall, boys perceived coeducational classrooms to be significantly more Personalised at T2, particularly at the secondary level, while Personalisation increased significantly from T2 to T3 at the elementary level. No significant changes were evident for the Participation, Independence, Investigation and Differentiation scales at either T2 or T3. These findings have implications for the ongoing single-sex/coeducation debate.  相似文献   

Twenty years of adult education in Southern Africa     

Shirley Walters  Kathy Watters 《International Journal of Lifelong Education》2013,32(1-2):100-113

The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for survival; for economic development and for political and cultural development. Finally the paper considers the shift from adult education to lifelong learning.  相似文献   

A reading program for gifted high school students     

Shirley Jensen 《Roeper Review》2013,35(4):25-27

Many of the basic principles of future studies are closely related to the objectives and approaches of gifted education. Including future studies as an integral part of a gifted education curriculum would give added meaning to these programs.  相似文献   

通过小组活动发展幼儿元认知的个案研究     

雪莉·拉尔金  何婧 《幼儿教育》2011,(12)

元认知是指主体能够反思自己的思想,能为完成某一目标对自己的思维进行自觉监控。个案研究发现,小组合作解决问题的方式有助于幼儿元认知的发展。为幼儿提供适当的任务以及与他人合作解决问题的机会,不仅有利于幼儿积极运用已有的元认知技能,也有利于幼儿获得他人的反馈,同时反思自己,以便构建新的有效的问题解决策略,舍弃无效的策略,最终促进幼儿元认知的迅速发展。  相似文献   

Social-emotional effects of early childhood education programs in Tulsa     

Gormley WT  Phillips DA  Newmark K  Welti K  Adelstein S 《Child development》2011,82(6):2095-2109

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.  相似文献   

Individual differences in children's risk perception and appraisals in outdoor play environments     

Helen Little  Shirley Wyver 《International Journal of Early Years Education》2010,18(4):297-313

Child characteristics including age, gender, risk-taking behaviour and sensation seeking are thought to influence children's ability to appraise risks. The present study investigated children's risk perceptions and appraisals in the context of common outdoor physical play activities. Risk perceptions and appraisal of four- and five-year olds were assessed using a pictorial risk appraisal measure and through individual semi-structured interviews examining children's decision-making. Sensation seeking and risk-taking behaviour were assessed using self- and parent-report measures. Results revealed that the children were able to identify injury risk behaviours however differentiating the severity of the potential injury was less accurate. Furthermore, the children appeared to use these judgements in their play to inform their behaviour whilst using playground equipment. Whilst they actively sought out those activities that offered challenge and excitement, they were aware of their abilities and showed caution in engaging in activities that were beyond their current capabilities. The results have implications for the provision of calculated risk-taking in outdoor play and for adult responses to the risk-taking behaviour of children.  相似文献   

INVESTIGATING PRESERVICE TEACHERS’ UNDERSTANDING OF BALANCE CONCEPTS UTILIZING A CLINICAL INTERVIEW METHOD AND A VIRTUAL TOOL     

Jennifer Wilhelm  Shirley Matteson  Xiaobo She 《International Journal of Science and Mathematics Education》2013,11(5):1209-1231

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Books for the children     

Shirley Neitlich 《Early Childhood Education Journal》1977,4(4):43-46

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