笔记     

Tina Boikos 《海外英语》2008,(11):50-51

She played with the withered paper in her trembling hands, weaving it gently through her fingers.Like an addict getting her fix,the tattered scrap piece of paper crinkled, and she drank up every last noise in the otherwise pin-drop silentbedroom.……  相似文献   

Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities     

Tina L. Stanton‐Chapman  Christopher B. Denning  Kristen Roorbach Jamison 《Psychology in the schools》2008,45(7):644-664

This study examined the effects of a multicomponent social communication intervention to promote language learning and peer‐directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three components: (a) a planning period for instructional purposes, (b) a play session to practice skills, and (c) a brief reporting period to review skill performance. A multiple baseline design across two dyads replicated across two additional dyads was used. Results indicated an increase in peer‐directed requests, verbal requests, and word diversity for 6 of the 8 participants postintervention. Implications of the results are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Professionalisierung von Hochschullehrenden     

Dr. Christine Johannes  Prof. Dr. Tina Seidel 《Zeitschrift für Erziehungswissenschaft》2012,15(2):233-251

Despite a growing interest in professionalization, research on didactic training of novice university teachers is lacking. This contribution, therefore, analyzes the development of teaching intentions and strategies (teaching approaches) in relation to teaching action, professional vision and teacher identity during a video-based training. We questioned fourteen novice teachers in a pre-post-design and with reference to video-taped teaching sessions. We also conducted a systematic video analysis. The results show that the teachers?? approaches start out rather teacher-focused. However, these approaches become more coherent to teaching action over time, which, in combination with emerging self-efficacy in teaching, indicates a developing teaching profile. Teachers?? professional vision of their own teaching is strongly focused on themselves. Teachers reflect on discrepancies between intentions and action and, by this, they can deduce concrete actions to make their teaching coherent to their intentions. We, therefore, conclude that our training equips teachers with the necessary tools for changes in action. Even so, putting this knowledge into practice also depends on contextual factors.  相似文献   

Child abuse potential among mothers of substance-exposed and nonexposed infants and toddlers     

Hogan TM  Myers BJ  Elswick RK 《Child abuse & neglect》2006,30(2):145-156

OBJECTIVE: The purpose of this longitudinal study was to determine whether there were differences in child abuse potential among mothers who were nonusers, drug users who accepted treatment, and drug users who rejected offers of treatment, over the first 2 years of their children's lives. METHOD: Participants were mothers of 140 infants, classified into Nonuser (n = 48), Treatment (n = 72), or Refuser (n = 20) groups. The Child Abuse Potential (CAP) Inventory [Milner, J. S. 1980. The Child Abuse Potential Inventory: Manual. Webster, NC: Psytec Corporation] was administered when infants were 4, 9, 12, 18, and 24 months. RESULTS: Results of mixed-model analyses of variances showed no group differences on CAP Inventory abuse scale scores. There were significant group differences in lie scale scores on the CAP Inventory, such that lie scale scores for the Nonuser group were significantly higher than lie scale scores for the Treatment group. CONCLUSIONS: Overall, results support the position that low-income women with many risk factors in their lives are at high risk for potential child abuse, but that their drug use status and drug treatment status does not differentiate them from their nonuser peers from a similar social and demographic background.  相似文献   

东南欧医学院校课程改革的分析与展望     

Robert Likic  Tina Dusek  Drago Horvat  梅人朗 《复旦教育论坛》2006,4(1):85-88

为阐明东南欧地区6个国家16所医学院的课程改革状况,作者通过电子邮件收集了各医学院有关课程的信息,包括注册学生数、课程门类、学时分配等。结果表明,这一地区的课程发展还有很大的潜力。在改革过程中应当十分注意教师培训、学生参与、认定核心能力,以及新方法的引进等。该研究原文发表在英国医学教育杂志上（J．Medical Education2005,39：833—840）。  相似文献