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   

Exploring the Underlying Factor Structure of the Parent Reading Belief Inventory (PRBI): Some Caveats     

Jorge E. Gonzalez  Aaron B. Taylor  Matthew J. Davis  Minjung Kim 《Early education and development》2013,24(2):123-137

Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed.  相似文献   

A case study in using the language of work to develop business dashboards: A meta application     

John Galen Davis 《Performance Improvement》2011,50(10):7-10

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The effects of mid-flight whole-body and trunk rotation on landing mechanics: implications for anterior cruciate ligament injuries     

Meghan L. Critchley  Daniel J. Davis  Michaela M. Keener  Jacob S. Layer  Margaret A. Wilson  Qin Zhu 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(4):421-437

ABSTRACT

The purpose was to quantify the effects of mid-flight whole-body and trunk rotation on knee mechanics in a double-leg landing. Eighteen male and 20 female participants completed a jump-landing-jump task in five conditions: no rotation, testing leg ipsilateral or contralateral (WBRC) to the whole-body rotation direction, and testing leg ipsilateral (TRI) or contralateral to the trunk rotation direction. The WBRC and TRI conditions demonstrated decreased knee flexion and increased knee abduction angles at initial contact (2.6 > Cohen’s dz > 0.3) and increased peak vertical ground reaction forces and knee adduction moments during the 100 ms after landing (1.7 > Cohen’s dz > 0.3). The TRI condition also showed the greatest knee internal rotation angles at initial contact and peak knee abduction and internal rotation angles and peak knee extension moments during the 100 ms after landing (2.0 > Cohen’s dz > 0.5). Whole-body rotation increased contralateral knee loading because of its primary role in decelerating medial-lateral velocities. Trunk rotation resulted in the greatest knee loading for the ipsilateral knee due to weight shifting and mechanical coupling between the trunk and lower extremities. These findings may help understand altered trunk motion in anterior cruciate ligament injuries.  相似文献   

Prosodic correlates of stress in babbling: an acoustical study     

Davis BL  MacNeilage PF  Matyear CL  Powell JK 《Child development》2000,71(5):1258-1270

Prelinguistic babbling often seems remarkably speech-like, not because it has recognizable words but because it seems to have adult-like prosody. To quantify this impression, we compared disyllabic sequences from five infants and five adults in terms of the use of frequency, intensity, and duration to mark stress. Significantly larger values for the three acoustic variables were observed on stressed than on unstressed syllables independent of syllable position for both groups. Adults showed the correlates of utterance final syllables--lower f0, lower intensity, and longer duration; infants showed only decrease in intensity. Ratios for stressed to unstressed syllables and participation of the three variables in stress production in individual disyllables were highly similar in both groups. No bias toward the English lexical trochaic stress pattern was observed. We conclude that infants in English environments produce adult-like stress patterns before they produce lexical items, which specify stress. Acoustic and perceptual analyses are used to explore stress marking by prelinguistic infants in an English language environment. Results show that infants employ the three acoustic correlates of stress in individual syllables in a manner largely similar to that of adult speakers, although they do not show second-syllable declination effects or an English language trochaic stress bias.  相似文献   

社会认识论:知识政策的理论与实践(下)     

斯蒂夫·富勒  朱玲琳 《华中科技大学学报(社会科学版)》2008,22(2):1-10

本文的后半部分展现社会认识论的实践层面.在这里笔者认为,有组织的探究,即维基词典中广义的"科学",仅仅在一种宏观经济学的框架内才能被证明是一种富有献身精神的追求.这个论点紧跟着这样的需要,即需要福利国家或市场社会主义来确保公共产品的稳定产生.即使我们假定(这个假定是有争议的)个体非常了解自身的利益所在,也不能由此断定他们足够充分地了解他人的利益,以至于确信他们将会协力生产出合适的知识,使得他们所有人都能够达到其目的.  相似文献   

Sometimes an Orgasm is Just an Orgasm     

Erika Lorraine Milam  Gillian R. Brown  Stefan Linquist  Steve Fuller  Elisabeth A Lloyd 《Metascience》2006,15(3):399-435

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Effects of organizational pictures and modality as a feedback strategy on learner comprehension and satisfaction     

Albert D. Ritzhaupt  Raymond Pastore  Jiahui Wang  Robert O. Davis 《Educational technology research and development : ETR & D》2018,66(5):1069-1086

One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided.  相似文献   

Using conjoint analysis to examine bias in referral to a behavior intervention program     

Amity Noltemeyer  Claire Kunesh  Erin Harper  Darrel R. Davis 《Psychology in the schools》2021,58(1):89-106

Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice.  相似文献   

Thomas S. Kuhn (18 July 1922-17 June 1996)   总被引：1，自引：0，他引：1  

Edge D  Harré R  Brown A  Barnes B  Mulkay M  Fuller S  Rudwick M  Giere RN  Bloor D 《Social studies of science》1997,27(3):483-502

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