The differentiated child behavior observational system     

Sylvia Ross  Herbert Zimiles 《Instructional Science》1976,5(4):325-342

The Differentiated Child Behavior Observational System (DCB, Ross, 1971) which provides for systematic recording of children's interactions in ongoing classroom activities, was applied in 48 classrooms with children aged five to eight. Three groups were studied: the first, representing a nontraditional, open-classroom approach was drawn from the Bank Street School for Children (middle-income); the second, with a similar approach, from Bank Street Follow Through classes in public schools (low-income); and the third, from traditional classes in public schools (low-income).The groups showed striking differences in amount of children's interactions, with significantly greater amounts in the two nontraditional groups. Analysis of the content of the interactions revealed further important differences. The Bank Street School and Bank Street Follow Through groups totalled significantly more higher-order cognitive statements and questions, and more autonomous behavior. Results indicated that although in SES background, Follow Through classes were more like the traditional classes, the interactions of the Follow Through children were more like those of the (nontraditional) Bank Street School.1 This presentation is limited to the most salient points of definition. A comprehensive listing of examples for each subcategory component is presented in the Observer's Manual.2 The incidence of such behaviors is reflected by the following mean total frequencies for the three groups: Bank Street School = 1.9, Follow Through = 10, and Comparison = 10.More recent work with the DCB can be found in Sylvia Ross, Herbert Zimilies and David Gerstein, Children's Interaction in Traditional and Nontraditional Classrooms. New York: Bank Street College of education, 1975.Notes  相似文献   

Peer to peer support: the disappearing work in the doctoral student experience   总被引：1，自引：1，他引：0  

Rosemerry Devenish  Sylvia Dyer  Therese Jefferson  Sue van Leeuwen  Victor Fazakerley 《高等教育研究与发展》2009,28(1):59-70

This paper reflects on the importance of study groups in contributing to a positive postgraduate experience and explores specific concepts, such as ‘disappearing behaviours’ in contrasting the ‘official’ languages of universities with the beneficial behaviours found through study groups. Additionally the paper advocates the systematic inclusion of strategies such as study groups in the postgraduate experience. Funding arrangements and research frameworks for higher education in Australia focus on student progress and completion, as well as comparison of research quality within and between universities. As a result, there is a significant emphasis on timely completion of postgraduate degrees. This paper posits that there is an apparent contradiction between the indicators of success in this area, such as completion rates and annual progress reports and the positive contribution that study groups can make to the doctoral student experience.  相似文献   

A Flip Side Look at Self-Concept     

Sylvia L Rhoades  Ben Strickland 《Clearing house (Menasha, Wis.)》2013,86(4):158-159

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Students, teachers and alternative assessment in secondary school: Relational Models Theory (RMT) in the field of education   总被引：1，自引：0，他引：1  

Sylvia Stralberg Bagley 《The Australian Educational Researcher》2010,37(1):83-106

The quality and types of relationships formed between students and teachers has been shown to play an essential part in the personal and academic success of students (Davis, 2003; Pianta, 1999). Little, however, has been done to determine the role that assessment plays in teacher-student relationships. Drawing upon the work of cultural anthropologist Alan Fiske (1991), I explore the ways in which certain basic forms of relationships (known asRelational Models) are initiated and maintained in secondary school through the use of alternative assessment methods — narrative evaluations, portfolios, rubrics, and end-of-year presentations — in place of traditional letter grades. In his Relational Models Theory, Fiske posits that human relationships and social systems are culturally-specific implementations of four elementary Relationship Models: “Authority Ranking”, “Communal Sharing”, “Equality Matching”, and “Market Pricing”. Here, I discuss how the non-traditional assessment methods used at a progressive secondary school in California allow relationships between students and teachers to shift away from an exclusively authority-based system (the Relational Model of Authority Ranking), towards a more nuanced model of negotiation (Market Pricing) and communal input (Communal Sharing) — ultimately leading to more empowered and involved students.  相似文献   

New technologies,new multimodal literacy practices and young children's metacognitive development     

Sylvia Wolfe  Rosie Flewitt 《Cambridge Journal of Education》2010,40(4):387-399

This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC‐funded study (RES‐000‐22‐2451) investigating 3‐ and 4‐year‐old children's encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The study goes beyond analysis of spoken language, giving a more complete understanding of literacy learning processes through detailed analysis of how children use multiple communicative modes as they experience literacy in different media. These experiences underpin metacognitive development and are crucial to children's abilities to act strategically in future situations. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children's literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.  相似文献   

Preparing Entry‐Level Counselors for Collaboration     

Stanley B. Baker  Marc A. Grimmett  Sharon McMillen Cannon  Siu‐Man Raymond Ting  Sylvia C. Nassar‐McMillan  Edwin R. Gerler Jr.  Millie Maxwell  Arline R. A. C. Edwards‐Joseph 《Counselor Education & Supervision》2009,48(4):285-296

Over a period of 5 years, faculty members from the North Carolina State University's Counselor Education Program have integrated a curriculum enhancement to promote collaboration behaviors among program graduates across the master's degree options for training school, college, and community counselors. The School–College–Community Collaboration (SC3) idea was integrated into a 48‐credit master's degree curriculum accredited by the Council for Accreditation of Counseling and Related Educational Programs. The authors present the rationale for the training program, historical background, program enhancement content, evaluation findings and faculty responses, and future plans for the SC3 enhancement program.  相似文献   

Growing human organs on the farm     

Westphal SP 《New scientist (1971)》2003,180(2426-2428):4-5

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The scandal of IVF league tables     

Westphal SP 《New scientist (1971)》2002,175(2351):4-5

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Catch-22: this gene therapy could work so well it'll have to be banned     

Westphal SP 《New scientist (1971)》2002,173(2336):7

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The Changing Face of Retirement: Exploring Retirees’ Communicative Construction of Tensions through Bridge Employment     

Lindsey B. Anderson  Sylvia Jiankun Guo 《Communication Studies》2018,69(2):196-212

As more adults see bridge employment as part of their retirement, it becomes important to understand the communicative construction of this experience. This point is especially true as bridge employment emphasizes tensions between work and leisure and serves as a way to affirm or create occupational identity. To address this topic we conducted qualitative interviews with retirees and completed an abductive analysis of the data. In doing so, we found two overarching themes: bridge employment is an uncertain experience (negative, positive, or both frames), and bridge employment is an opportunity to (re)establish identities (maintenance, change, or both orientations). Not only do these findings make theoretical contributions, but inform practical implications for retirees and organizations, such as updating retention and recruitment efforts and changing age-based organizational structures.  相似文献