Parents’ Talk About Letters With Their Young Children          下载免费PDF全文

Rebecca Treiman  John Schmidt  Kristina Decker  Sarah Robins  Susan C. Levine  Özlem E. Demir 《Child development》2015,86(5):1406-1418

A literacy‐related activity that occurs in children's homes—talk about letters in everyday conversations—was examined using data from 50 children who were visited every 4 months between 14 and 50 months. Parents talked about some letters, including those that are common in English words and the first letter of their children's names, especially often. Parents’ focus on the child's initial was especially strong in families of higher socioeconomic status, and the extent to which parents talked about the child's initial during the later sessions of the study was related to the children's kindergarten reading skill. Conversations that included the child's initial were longer than those that did not, and parents presented a variety of information about this letter.  相似文献   

Learning science through talking science in elementary classroom     

Kristina Maruyama Tank  Kara Coffino 《Cultural Studies of Science Education》2014,9(1):193-200

Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students’ know about human body and various systems, both drawings and spoken responses provide rich evidence of their understanding of the connections between science drawings and verbal explanations. In this forum contribution, we present several theoretical connections between everyday language and science communication and argue that building communication skills in science are essential. We also discuss how young participants should be valued and supported in research. Finally we discuss the need for multimodal research methods when the research participants are young.  相似文献   

Metacognitive development and moving away     

Kevin Downing  Richard Ho  Kristina Shin  Lilian Vrijmoed  Eva Wong 《Educational studies》2007,33(1):1-13

It is now largely accepted that social and cultural factors have a significant impact on cognitive development in children. Piaget acknowledged the impact of social factors and peer interaction on cognitive development. However, there has been relatively little work on the impact of social and cultural factors on the development of metacognition in first‐year university students. Using the Learning and study strategies inventory (LASSI) as a measure of metacognition, this study samples first‐year undergraduates in Hong Kong (N = 1815) and identifies significant differences in metacognitive abilities between students living in their home environment and those who have moved away from their family and, in some cases, culture, to pursue undergraduate education.  相似文献   

Activity Achievement Emotions and Academic Performance: A Meta-analysis     

Camacho-Morles  Jesús  Slemp  Gavin R.  Pekrun  Reinhard  Loderer  Kristina  Hou  Hanchao  Oades  Lindsay G. 《Educational Psychology Review》2021,33(3):1051-1095

Educational Psychology Review - Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome...  相似文献   

Why School Choice Reforms in Denmark Fail: the blocking power of the teacher union          下载免费PDF全文

Susanne Wiborg  Kristina R. Larsen 《European Journal of Education》2017,52(1):92-103

This article investigates why school choice is exercised to a limited degree by parents despite major government initiatives to enhance diversity, competition and choice in the Danish education system. Denmark has had 20 years of centre‐right governments, promoting choice reforms perhaps even more vigorously than the other Nordic countries, yet school choice is seldom used – only 12% of parents choose a public school that differs from the one that is allocated to them. The literature on school choice in Denmark argues that this is primarily due to a general lack of parental interest because of the relatively high similarity across schools. In this article, we argue that the main reason is to be found in the politics of vested interests, namely municipalities’ persistent use of pupil assignment schemes supported by powerful teacher union branches at the local level.  相似文献   

Associations between Profiles of Maternal Strengths and Positive Parenting Practices among Mothers Experiencing Adversity     

Kristina M. Decker  Idia B. Thurston  Kathryn H. Howell  Amanda J. Hasselle  Rebecca C. Kamody 《Parenting, science and practice》2021,21(1):1-23

SYNOPSIS

Objective . Few studies have explored associations between strength-based factors and positive parenting among mothers experiencing adversity. Adopting a person-centered statistical approach, we examined how patterns of maternal strengths relate to positive parenting practices. Design . Participants were 188 female primary caregivers (71% African American) who experienced intimate partner violence and/or were living with HIV. Women were recruited from community organizations in the Mid-Southern United States and completed measures of adaptability, spirituality, ethnic identity, social support, parent-child communication, community cohesion, and parenting practices. Latent profile analysis was used to generate classes of individual (adaptability, spirituality, education), relational (family support, friend support, parent-child communication about Substance Abuse, Violence, and AIDS/HIV), and contextual (ethnic identity, community cohesion) factors, in line with the social-ecological model of resilience. Associations between the classes and positive parenting practices were examined. Results . Three classes emerged: (1) Low Individual, Relational, & Contextual (LIRC; n = 18); (2) Low SAVA Communication (LSC; n = 30); and (3) High Individual, Relational, & Contextual (HIRC; n = 140). Mothers in the LIRC class reported lower parental involvement and less positive parenting practices than those in the HIRC class. Conclusions . Mothers who endorse increased individual, relational, and contextual factors utilize more positive parenting practices. Optimal clinical approaches to enhance parenting should target supports at multiple levels.  相似文献   

The ownership perception gap: exploring teacher job satisfaction and its relationship to teachers’ and principals’ perception of decision-making opportunities     

Kristina F. Brezicha  Sakiko Ikoma  Hyowon Park  Gerald K. LeTendre 《International Journal of Leadership in Education》2020,23(4):428-456

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The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning     

Kaplar  Marija  Radović  Slaviša  Veljković  Kristina  Simić-Muller  Ksenija  Marić  Miroslav 《International Journal of Science and Mathematics Education》2022,20(2):411-433

International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge...  相似文献   

Existential career guidance for groups of young refugees and migrants: a Danish initiative     

Petersen  Inger-Lise Vanja Lund  Mariager-Anderson  Kristina  Patillon  Thi-Van  Bernaud  Jean-Luc 《International Journal for Educational and Vocational Guidance》2022,22(2):511-529

International Journal for Educational and Vocational Guidance - For many young migrants and refugees, adapting to a new life in Denmark is a challenging process. They often find themselves...  相似文献   

Redo “Try once and pass”: the influence of complexity and graphical notation on novices' understanding of Prolog     

Kristina Höök  Josie Taylor  Benedict Du Boulay 《Instructional Science》1990,19(4-5):337-360

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