Properties of dual language exposure that influence 2-year-olds' bilingual proficiency   总被引：1，自引：0，他引：1  

Place S  Hoff E 《Child development》2011,82(6):1834-1849

The mothers of 29 Spanish English bilingual 25-month-olds kept diary records of their children's dual language exposure and provided information on their children's English and Spanish language development using the MacArthur-Bates inventories. Relative amount of exposure predicted language outcomes in English and Spanish. In addition, the number of different speakers from whom the children heard English and the percent of their English input that was provided by native speakers were unique sources of variance in children's English skills. These properties of children's dual language exposure and their bilingual proficiency varied as a function of whether the children's mother, father, or both parents were native Spanish speakers. Practical and theoretical implications are discussed.  相似文献   

The Job Market for Teachers in Italy     

Andrea Cammelli  Francesco Ferrante  Silvia Ghiselli 《European Journal of Education》2011,46(4):489-507

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Identifying patterns of collaborative knowledge exploration in online asynchronous discussions     

Silvia Wen-Yu Lee  Chin-Chung Tsai 《Instructional Science》2011,39(3):321-347

This study investigated 6 weeks of online asynchronous discussions in a graduate-level course involving eleven students. The research purposes of this study were to identify patterns of collaborative knowledge exploration (CKE) and to suggest new analytical dimensions for investigating online discussions. Based upon a unique theoretical framework integrating the concepts of transition community and discourse community, three major dimensions of online asynchronous learning were adopted in the analysis. The first dimension focuses on the various forms of social negotiation in the discourse. The second dimension regards references to various learning resources, while the third is related to the coherence of the resources utilized. Based upon these dimensions and the analysis of the participating students’ online asynchronous discussions, this study suggested ten different patterns of CKE representing the cognitive processes of Elaborating, Challenging, Correcting, and Debating. We argue that the proposed analytical framework allows us to interpret the sociocultural and cognitive aspects of students’ interactions for online problem-based learning. In addition, the results suggest that the more cognitively demanding the pattern is, the less frequently it occurs. Potential factors contributing to the observed findings are discussed in this study.  相似文献   

Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools     

Marília Mariano  Sheila C. Caetano  Anderson Ribeiro da Silva  Pamela J. Surkan  Silvia S. Martins  Hugo Cogo-Moreira 《Early education and development》2019,30(4):511-521

Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers.  相似文献   

Self-Construals and Social Adjustment in Immigrant and Nonimmigrant Early Adolescents: The Moderating Role of Executive Functioning     

Diana Miconi  Ughetta Moscardino  Gianmarco Altoè  Silvia Salcuni 《Child development》2019,90(1):e37-e55

This study examined whether executive functions (EFs) moderate the association between independent and interdependent self-construals and social adjustment in 488 Moroccan, Romanian, and Italian preadolescents (ages 11–13) in Italy. Participants were assessed using self-report questionnaires and standardized EF tasks. Better working memory was related to increased social competence across all groups. High levels of inhibitory control were found to enhance the positive relation between interdependence and prosocial behavior for native Italian youth, and between interdependence and social competence for Moroccan preadolescents. High levels of cognitive flexibility boosted the interdependence–social competence link for the immigrant groups, whereas among native Italian preadolescents, the interdependence–social competence link was significant at low levels of flexibility. Implications for developmental theory and practice are discussed.  相似文献   

On negotiating White science: a call for cultural relevance and critical reflexivity     

Silvia Cristina Bettez  Jean Rockford Aguilar-Valdez  Heidi B. Carlone  Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950

This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.  相似文献   

Verbal Positional Memory in 7‐Month‐Olds          下载免费PDF全文

Silvia Benavides‐Varela  Jacques Mehler 《Child development》2015,86(1):209-223

Verbal memory is a fundamental prerequisite for language learning. This study investigated 7‐month‐olds' (N = 62) ability to remember the identity and order of elements in a multisyllabic word. The results indicate that infants detect changes in the order of edge syllables, or the identity of the middle syllables, but fail to encode the order of middle syllables. This suggests that the representational format of multisyllabic words is determined by core mnemonic biases, which favor accurate encoding of edges and limits the encoding of temporal order for internal segments. The studies support accounts proposing that content and order are encoded separately; in addition, the data show that this dissociation occurs early in development.  相似文献   

The birth and death of wonder: History and geography of Baroque science     

Silvia De Renzi  Adrian Johns  E. C. Spary 《Metascience》2000,9(1):5-29

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From Drug Mule to Miss America: American Exceptionalism and the Commodification of the “Other” Woman in María Full of Grace     

Silvia Schultermandl 《Journal of American culture (Malden, Mass. : 2003)》2011,34(3):275-288

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Exit Interviews: A Decade of Data to Improve Student Learning Experiences          下载免费PDF全文

Carole Kacius  Cynthia L. Stone  Silvia Bigatti 《Assessment Update》2015,27(5):8-12

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