Creating prop boxes to stimulate dramatic play and literacy development     

Cathleen S. Soundy  Phyllis Wolf Gallagher 《Early Childhood Education Journal》1992,20(2):4-8

The sign says OPEN and five excited preschoolers are at play in a thematically based dramatic center. Their teacher has transformed a corner of the room into a shoe store, complete with materials designed to support the children's early literacy development.Cathleen S. Soundy is with the College of Education, Temple University, and Phyllis Wolf Gallagher is with the Education Department, Holy Name College, Philadelphia, PA.  相似文献   

New Technology Tools for Human Development? towards policy and practice for knowledge societies in southern Africa     

Phyllis Johnson 《Compare》2002,32(3):381-389

The paper explores the potential interface of technology and education for human development in southern Africa, drawing on the case of Mozambique, and the challenges presented by the global marketplace and by local policy. It links this to the ambitious vision of the New Partnership for Africa's Development (NEPAD) for reducing the digital divide for Africa. Four recent publications form the basis for the discussion in this paper, enriched through direct experiences of knowledge networking in southern Africa by the Southern African Research and Documentation Centre (SARDC), a regional information resource centre committed to the development of information access as a key strategic resource for sustainable socio-economic development .  相似文献   

Hand in Hand: A Journey Toward Readiness for Profoundly At-Risk Preschoolers     

Beverly N. Parke  Phyllis Agness 《Early Childhood Education Journal》2002,30(1):33-37

Hand in Hand is an early childhood program for at-risk preschoolers. It is designed to furnish the children with the tools they need to lessen their risk for failure on entry to kindergarten. Circumstances under which the students live include violence, abandonment, homelessness, starvation, and abuse. This article discusses the program and the 7 principles on which it is based.  相似文献   

Story comprehension and recall in dyslexic students     

Phyllis A. Weaver  David K. Dickinson 《Annals of dyslexia》1979,29(1):157-171

This article is an extension of work reported earlier in this journal (Weaver 1978). In that paper, we echoed the commonly suggested need for examining reading difficulties in relation to higher-order language processes and offered a schema-theoretical framework for guiding such an examination. In this article we report the findings and implications of an empirical investigation into the characteristics of story recall abilities in students with dyslexia or severe reading disabilities.  相似文献   

Comprehension,recall, and dyslexia: A proposal for the application of schema theory     

Phyllis A. Weaver Ph.D. 《Annals of dyslexia》1978,28(1):92-113

Evidence suggesting that dyslexia is a multifaceted syndrome is beginning to accumulate. Furthermore, a reexamination of some literature suggests that in addition to having word recognition problems, some dyslexics may also have problems understanding language. Whereas there is a rather extensive literature on word recognition, and even on word understanding, few studies have examined the problems dyslexics may have in understanding and remembering connected discourse. This paper explores issues related to certain possible problems of comprehension and recall among dyslexics and proposes a new direction for research through the application of schema theory. A version of this paper was presented at the meeting of the New England Branch of the Orton Society, Boston, May 1978. Preparation of this paper was supported in part by a grant from Harvard University with funds supplied by the Spencer Foundation. The opinions expressed do not necessarily reflect the position or policy of Harvard or the Spencer Foundation, and no official endorsement should be inferred.  相似文献   

Urban schools' teachers enacting project‐based science     

Tali Tal  Joseph S. Krajcik  Phyllis C. Blumenfeld 《科学教学研究杂志》2006,43(7):722-745

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry‐based instruction and successful inquiry learning and teaching in project‐based science (PBS) were described in previous studies (Brown & Campione, 1990 ; Crawford, 1999 ; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998 ; Krajcik, Blumenfeld, Marx, & Solloway, 1994 ; Minstrell & van Zee, 2000 ). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, 1998 ). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced‐based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, 2002 ). Urban schools face particular challenges when enacting inquiry‐based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre‐ and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle‐school science. Through this collaboration, diverse populations of urban‐school students learn science through inquiry‐oriented projects and the use of various educational learning technologies. For inquiry‐based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 722–745, 2006  相似文献   

Conditioned inhibition of rotation-induced taste aversion     

Joseph V. Lambert  Rose Mary Barber  Phyllis Carpenito  Marilyn Cianfrani  Bernadette Mendez  Linda C. Potosnak 《Learning & behavior》1989,17(4):457-467

In three experiments, we investigated the existence of conditioned inhibition of body rotation-induced taste aversion. Rats were given conditioned inhibition training in which the taste of saccharin was always followed by rotations, but the taste of vanilla was not. Flavor-preference tests, retardation-of-acquisition tests, and summation tests of inhibition indicated that the vanilla stimulus had acquired conditioned inhibitory properties. These findings could not be interpreted as functions of either initial solution preferences or simple nonassociative effects of flavor preexposure. They lend support to a theory that views learning mechanisms as being central to the phenomenon of motion sickness, and suggest that inhibitors might be effectively employed to ameliorate its symptoms.  相似文献   

Narrative theory and children's literature     

Phyllis Bixler 《Children‘s Literature in Education》1987,18(1):54-62

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University Counseling Centers’ Perceptions and Experiences Pertaining to Emotional Support Animals     

Lori R. Kogan  Karen Schaefer  Phyllis Erdman 《Journal of College Student Psychotherapy》2016,30(4):268-283

Increasing numbers of students are requesting accommodations for emotional support animals (ESAs) in higher education settings. Since the legislation pertaining to this type of service animal differs from the laws governing disability service animals, colleges and universities are faced with developing new policies and guidelines. A sample of 248 University Counseling Centers (UCCs) completed a survey about student requests for ESA letters of support from their counselor. The UCCs were also asked if they issue official disability diagnoses for clients. Responses showed that UCCs are not yet being asked to write many letters of support for ESAs—56.9% almost never do it, and 31.05% do it only several times per year. And, only 47.18% of UCCs write official diagnosis letters in support of disability accommodations. Yet, most UCCs are aware of the need for official policies in this arena. This article provides general recommendations for establishing university policies.  相似文献   

Adaptations for young children with visual impairments in regular settings     

Dr. Phyllis K. Mayfield  Katherine M. McCormick  Martha J. Cook 《Early Childhood Education Journal》1996,23(4):231-233

Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.  相似文献