How infants use vision for grasping objects     

McCarty ME  Clifton RK  Ashmead DH  Lee P  Goubet N 《Child development》2001,72(4):973-987

The role of vision was examined as infants prepared to grasp horizontally and vertically oriented rods. Hand orientation was measured prior to contact to determine if infants differentially oriented their hands relative to the object's orientation. Infants reached for rods under different lighting conditions. Three experiments are reported in which (1) sight of the hand was removed (N = 12), (2) sight of the object was removed near the end of the reach (N = 40, including 10 adults), and (3) sight of the object was removed prior to reach onset (N = 9). Infants differentially oriented their hand to a similar extent regardless of lighting condition and similar to control conditions in which they could see the rod and hand throughout the reach. In preparation for reaching, infants may use the current sight of the object's orientation, or the memory of it, to orient the hand for grasping; sight of the hand had no effect on hand orientation.  相似文献   

Interactive Effects Between Maternal Parenting and Negative Emotionality on Social Functioning Among Very Young Chinese Children     

Lixin Ren  Ning Zhou  Mei Lee Ng 《Early education and development》2017,28(1):21-40

Research Findings: This study examined how child negative emotionality interacted with mothers’ self-reported parenting in predicting different aspects of social functioning among very young Chinese children. A total of 109 Chinese nursery children in Hong Kong participated with their parents. Maternal supportive and aversive parenting practices were reported by mothers, and child negative emotionality and social functioning were reported by both mothers and fathers. The results revealed interaction effects between child negative emotionality and mothers’ self-reported parenting on children’s internalizing problems, externalizing problems, and social-emotional skill deficiency. Specifically, children with high negative emotionality were more susceptible to the negative effects of aversive parenting (i.e., showing more internalizing and externalizing problems when exposed to aversive parenting) than their peers with low negative emotionality. Negative emotionality also placed young children at risk for social-emotional skill deficiency, especially when they received less support from their mothers compared to their peers. Practice or Policy: Special attention should be paid to the social functioning of Chinese children with higher levels of negative emotionality, because these children are more vulnerable to poor-quality parenting at a very young age.  相似文献   

Connectedness among taiwanese middle school students: a validation study of the hemingway measure of adolescent connectedness     

Michael?J.?KarcherEmail author  Yun?Lee 《Asia Pacific Education Review》2002,3(1):92-114

Theories of adolescent connectedness suggest that adolescents strive to become connected by engaging with and valuing the people, activities, and worlds in their social ecology. The purpose of this study was to examine the psychometric properties of a measure designed to assess these worlds of connectedness among 320 junior high school students in Taiwan. The subscales and composite scales evidenced satisfactory reliability and concurrent validity. A hypothesized three-factor, higher order structural model of connectedness was cross-validated. Girls were generally more connected than boys. Both connectedness to school and to friends explained more variance in connectedness to self than did family connectedness. There was mixed support for separation-individuation processes. The measure appears promising in terms of future research on adolescent social development in the Asia Pacific.  相似文献   

Literature,listening, and young children     

M. Lee Manning  Beverly M. Boals 《Early Childhood Education Journal》1991,18(3):13-16

“What is that sound?”, “What did the kangaroo say?”, and “What might you hear during a walk?” provide evidence that educators of young children realize that listening represents a necessary ingredient in successful school experiences. Children listen for many hours of the school day, but listening has been a neglected area of instruction. The traditional low priority of listening instruction may have been based upon the myth that children naturally learn to listen or on the misconception that listening skills cannot be taught. Using literature to teach listening can improve learners' listening abilities, provided early childhood educators use developmentally appropriate children's literature.  相似文献   

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course     

Chia-Jung Lee  ChanMin Kim 《Educational technology research and development : ETR & D》2017,65(6):1627-1654

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.  相似文献   

University Practicum Supervisors: marching to a different drummer?     

Allan Yarrow  Jan Millwater  Bill Foster 《Asia-Pacific Journal of Teacher Education》1996,24(2):197-212

The roles and responsibilities of university supervisors in the practicum have changed during the last ten years. Once, the routine tasks of observation and feedback of student teaching performance were the main responsibilities associated with visits to the school. Lecturers in this role also determined, with the school personnel, the assessment rating of the student teacher. Presently, there is considerable variation in the part played by university supervisors of the practicum. Against this background, this paper examines the actual and ideal characteristics of university supervisors from their own viewpoint and from the perspective of teacher supervisors, principals and student teachers. The reasons for the actual‐ideal discrepancies are discussed, and suggestions are made in relation to addressing the matter.  相似文献   

The Effects of a Student Sampling Plan on Estimates of the Standard Errors for Student Passing Rates     

Guemin Lee  Anne R. Fitzpatrick 《Journal of Educational Measurement》2003,40(1):17-28

Examined in this study were three procedures for estimating the standard errors of school passing rates using a generalizability theory model. Also examined was how these procedures behaved for student samples that differed in size. The procedures differed in terms of their assumptions about the populations from which students were sampled, and it was found that student sample size generally had a notable effect on the size of the standard error estimates they produced. Also the three procedures produced markedly different standard error estimates when student sample size was small.  相似文献   

The de/politicization of pronouns: implications of the No Big Deal Campaign for gender-expansive educational policy and practice     

Lee Airton 《Gender and education》2018,30(6):790-810

ABSTRACT

Accommodating non-binary transgender people, many of whom use gender-neutral pronouns, poses a unique challenge to schools and universities, even in contexts with legal protections for transgender rights. This article explores a recent Canadian controversy around gender-neutral pronouns, and assembles a theoretical framework to analyze the argument that legal protection for transgender peoples’ pronouns poses a threat to ‘free speech.’ The framework bridges queer theory, affect theory and Deleuzo-Guattarian assemblage theory to propose a threshold between ‘extra’ and ‘excessive’ effort to accommodate social difference in everyday life. Free speech objections produce some peoples’ pronouns as requiring ‘excessive’ effort. This extra/excessive framework was exemplified by a recent Canadian social media campaign that sought to produce transgender peoples’ pronouns as requiring merely ‘extra’ effort, which entails de-politicizing pronouns. Community responses to the campaign carry significant implications for gender-expansive educational policy and practice.  相似文献   

Students' perceptions of health     

Jan Garrard  Margaret Brumby 《Research in Science Education》1984,14(1):1-13

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Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices     

Cheongmin Yook  Yong-hun Lee 《Asia-Pacific Journal of Teacher Education》2016,44(5):522-536

This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings.  相似文献