Shameless: The Visionary Life of Mary Gove Nichols     

Annemarie Hamlin 《Journal of American culture (Malden, Mass. : 2003)》2004,27(2):252-253

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Parental writing support and preschoolers’ early literacy,language, and fine motor skills     

Samantha W. Bindman  Lori E. Skibbe  Annemarie H. Hindman  Dorit Aram  Frederick J. Morrison 《Early childhood research quarterly》2014

The current study examines the nature and variability of parents’ aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent–child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers’ writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.  相似文献   

‘Where is the post‐modern truth we have lost in reductionist knowledge?’ A curriculum’s epitaph     

Johannes A. Slabbert  Annemarie Hattingh 《课程研究杂志》2013,45(6):701-718

This essay suggests a way for creating a curriculum for the future amidst the challenges of post‐modern uncertainty. Curriculum discourse in the past has been dominated by widely‐accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the holistic nature of life. The essay proposes a contemporary curriculum philosophy that is fundamentally heuristic, with a radically eclectic, contingent character.  相似文献   

Motivating Project-Based Learning: Sustaining the Doing,Supporting the Learning   总被引：1，自引：0，他引：1  

Phyllis C. Blumenfeld  Elliot Soloway  Ronald W. Marx  Joseph S. Krajcik  Mark Guzdial  Annemarie Palincsar 《教育心理学家》2013,48(3-4):369-398

Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.  相似文献   

The Role of Dialogue in Providing Scaffolded Instruction   总被引：1，自引：0，他引：1  

Annemarie Sullivan Palincsar 《教育心理学家》2013,48(1-2):73-98

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Developing Scientific Communities in Classrooms: A Sociocognitive Approach     

Leslie Rupert Herrenkohl  Annemarie Sullivan Palincsar  Lezlie Salvatore DeWater  Keiko Kawasaki 《学习科学杂志》2013,22(3-4):451-493

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The need for an alternative method to determine intravascular volumes     

L. M. Lobigs  P. Peeling  B. Dawson  Y. O. Schumacher 《European Journal of Sport Science》2018,18(9):1255-1263

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The Morning Message in Early Childhood Classrooms: Guidelines for Best Practices     

Barbara A. Wasik  Annemarie H. Hindman 《Early Childhood Education Journal》2011,39(3):183-189

The Morning Message is a commonly implemented activity in early childhood settings, appearing as a part of the daily schedule in many classrooms. However, there is limited research on what are the most effective ways to use the Morning Message to promote print awareness. The goal of this paper is to present suggested guidelines for implementing the Morning Message in early childhood classrooms based on print related research. Ten guidelines for supporting effective implementation of the Morning Message are discussed.  相似文献   

Examining student work for evidence of teacher uptake of educative curriculum materials          下载免费PDF全文

Amber Schultz Bismack  Anna Maria Arias  Elizabeth A. Davis  Annemarie Sullivan Palincsar 《科学教学研究杂志》2015,52(6):816-846

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Fandom as symbolic patronage: expanding understanding of fan relationships with industry through the Veronica Mars Kickstarter campaign     

Annemarie Navar-Gill 《Popular Communication》2018,16(3):211-224

Conversations surrounding relationships between media fans and media industries frequently categorize fans according to their degree of industrial incorporation or resistance, for instance, as either “affirmational” fans who uncritically celebrate media on industrial terms or “transformational” fans who engage in critical and non-sanctioned forms of participation. Drawing on interviews with participants in the Veronica Mars Kickstarter campaign, this article connects rhetoric used by these fans to longstanding issues around patronage in fine arts, arguing these historical discourses provide a way to deepen our understanding of how fan audiences relate to media industry interests. The complex, asymmetrical relations that exist between patrons and artists they sponsor offer a valuable model for a type of fandom experience that does not fit neatly into the existing typology.  相似文献