La influencia del contexto de la interacción en la adquisición del lenguaje     

Grace Shum 《Infancia y Aprendizaje》2013,36(43):37-53

Resumen

El lenguaje no se adquiere de modo espontáneo, nies connatural únicamente al desarrollo biológico, sino que se adquiere y evoluciona merced a la interacción. Así, por tanto, un favorable desarrollo del lenguaje exige una condición interactiva adecuada. Para confirmar dicha tesis, se ha realizado un estudio longitudinal y transversal para observarlas pautas de adquisición y desarrollo del lenguaje y niños que proceden de medios ambientales totalmente diferentes: institución asistencial y medio familiar. Se hizo análisis tanto cualitativo como cuantitativo en los tres niveles del lenguaje (morfosintáctico, semántico y pragmático). Los resultados mostraron diferencias evidentes entre ambos grupos de niños. Así, los niños que pertenecen al medio institucional presentan importantes déficits en su desarrollo lingüístico.  相似文献   

On the role of discipline-related self-concept in deep and surface approaches to learning among university students     

Michael J. Platow  Kenneth I. Mavor  Diana M. Grace 《Instructional Science》2013,41(2):271-285

The current research examined the role that students’ discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which students’ Semester 1 deep approach to learning positively predicted their Semester 2 psychology-student social identification; this relationship was mediated by students’ actual Semester 1 learning. Moreover, relatively high levels of Semester 2 psychology-student social identification led to a desire for further engagement in the discipline through an enhanced intent to continue their psychology studies. In contrast, discipline-related self-concept was not observed to act as a precursor to learning approaches. Overall, the current data provide clear evidence not only for the validity of the deep learning approach construct, but for the theoretical claims associating a deep learning approach with an impact on self-concept, and the educational value of encouraging a deep learning approach both for short-term academic performance and for continuing motivation to engage in the discipline.  相似文献   

Chlordiazepoxide and the determinants of negative contrast     

Charles F. Flaherty  Patricia S. Grigson  Grace A. Rowan 《Learning & behavior》1986,14(3):315-321

Previous experiments have shown that the negative contrast effect in consummatory behavior that occurs when rats are shifted from 32% to 4% sucrose is alleviated by the tranquilizer chlordiazepoxide (CDP). However, in these experiments, CDP was effective on the second postshift day but not on the first postshift day. The three experiments described in this paper suggest that this differential effectiveness of CDP is not due to the difference in preshift-postshift retention intervals on Day 1 (24 h) and Day 2 (48 h), but is due instead to the necessity of some degree of experience (about 5 min) with the postshift solution. These results, combined with those of an earlier study which showed elevated corticosterone in shifted animals on the second postshift day but not on the first postshift day, suggest that negative contrast may be a dynamic process, involving sequential processes of detection, evaluation, and conflict over the postshift period. It was further suggested that CDP becomes effective in moderating contrast only when the conflict stage is reached.  相似文献   

Pierre Bourdieu: Fieldwork in Culture, edited by N. Brown N., & I. Szeman, 2000     

André P. Grace 《Interchange》2001,32(2):203-205

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A matter of life and death     

Grace M 《New scientist (1971)》1996,151(2040):60

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Sustaining Community Participation: What Remains After the Money Ends?     

Grace Akukwe Nkansa  David W. Chapman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(6):509-532

SUSTAINING COMMUNITY PARTICIPATION: WHAT REMAINS AFTER THE MONEY ENDS? – A major concern confronting development specialists in the education sector is the sustainability of project activities and outcomes, that is, their ability to persist once external funding ends. The increased attention of international development-assistance organizations to sustainability reflects the greater recent focus on outcome-based funding. The present study investigates differences between six communities in Ghana that varied in their ability to sustain externally initiated community-participation activities beyond the life of the external development-assistance project that promoted those activities. It was hypothesized that high- and low-sustaining communities differ in eight managerial and socio-cultural dimensions suggested by earlier research to be important for sustainability of community-level activities: planning, transparency, leadership, and participation, on one hand, and, on the other, social cohesion, resources, community skills, and valuing of education. Findings indicate that leadership and social cohesion are the two most vital elements in the sustainability of organizational structures intended to promote community participation in the oversight of local schools. Other factors suggested by the model are largely subsumed under leadership, so that the model can be simplified.  相似文献   

Engaging in educational narrative inquiry: making visible alternative knowledge     

Grace O' Grady  D. Jean Clandinin  Jacqueline O' Toole 《Irish Educational Studies》2018,37(2):153-157

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Patterns of recruitment of academic leaders to Australian universities and implications for the future of higher education     

Susan Loomes  Alison Owens  Grace McCarthy 《Journal of Higher Education Policy & Management》2019,41(2):137-152

This paper reports on research conducted to understand key factors impacting the recruitment and selection of senior academic leaders in Australian universities. A key finding emerging from this research was an increasing reliance on executive search firms when recruiting senior academic leaders. This reliance is driven by a range of factors including an ageing and contracting pool of potential academic leaders, growing competition domestically and internationally and the declining attractiveness of academia as a sustainable career in the context of increased casualisation of the academic workforce. Concurrently, workforce planning and succession planning have not been a high priority for many universities. As a result, Australian universities are finding it increasingly difficult to recruit senior academic leaders without the use of executive search firms. These findings have significant implications for the higher education sector in Australia and warrant further research.  相似文献   

Classroom environment and approaches to learning: An investigation of the actual and preferred perceptions of Hong Kong secondary school students     

Grace Chan Yuen-Yee  David Watkins 《Instructional Science》1994,22(3):233-246

This study is based on the responses of 180 Form 3 Hong Kong secondary students to preferred and actual forms of Chinese versions of the Classroom Environment Scale (Moos & Trickett 1974) and Learning Process Questionnaire (Biggs 1987) with reference to their Science classes. The data tended to support qualitative research indicating that Hong Kong secondary school students perceive their classroom to be relatively competitive and teacher controlled and as encouraging rote learning. The students tended to prefer a friendlier atmosphere where students and teachers collaborated to provide a greater variety of interesting but challenging activities. Such a learning environment, the students indicated, would tend to promote the deeper, more achievement-oriented approach to learning that they would prefer. The relationship was strongest between preferred deep approach and preferred learning environment. Some implications for improvement of student learning are discussed.  相似文献   

Parental Involvement in Education: how do parents want to become involved?     

Valerie Morgan  Grace Fraser  Seamus Dunn  Ed Cairns 《Educational studies》1992,18(1):11-20

Increased parental involvement in schooling is one of the central plans of government policy. The planned integrated schools in Northern Ireland provide direct evidence of high levels of parental participation in action. The experience of the schools suggests, that whilst parental involvement is relatively easy to generate during the initial stages of the setting up of a school it is much more difficult to sustain over the long term. There is also potential for difficulties to arise, both between groups of parents and between parents and staff, over the range of issues which parents wish to influence and the direction of that influence. Parents wish to participate in the running of the schools in many different ways and this leads to the development of the concept of levels of involvement’. Whilst quite large numbers of parents want a direct involvement in the education of their own children only a small number seek the type of wider commitment to policy development implicit in positions such as that of school governor.  相似文献