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991.
Two studies were conducted in which phonology‐based instructional strategies designed for improving spelling skills of elementary school children were compared against instruction strategies that relied only on visual exposure of words. The first study involved a total of 93 children. Of these, 46 were instructed by drawing their attention to the psycholinguistic nature of their spelling errors. The remaining 47 children in the comparison group were shown the correct version of all the words. In study II 15 children were placed in a treatment group and were taught phoneme awareness, and 15 children were placed in a comparison group and were exposed to printed words only. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the visual training groups. Further, these gains were retained after a period of 2 weeks. © 2001 John Wiley & Sons, Inc. 相似文献
992.
993.
Adela Baird Janet Laugharne Eva Maagerø Elise Seip Tønnessen 《Children‘s Literature in Education》2016,47(1):1-17
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives. 相似文献
994.
Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes 下载免费PDF全文
Joyce J. Endendijk Marleen G. Groeneveld Lotte D. van der Pol Sheila R. van Berkel Elizabeth T. Hallers‐Haalboom Marian J. Bakermans‐Kranenburg Judi Mesman 《Child development》2017,88(1):299-316
This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression. 相似文献
995.
T Carney 《Child abuse & neglect》1989,13(1):29-39
This paper outlines some of the findings and approaches of the Victorian Review. It assesses a stylized "orthodox model" of child welfare law and practice, a model which remains in many Australian jurisdictions and which has its popularity in Britain, Canada, and the United States. It concludes that serious consideration should be given to rebuilding and strengthening these arrangements. This entails emphasis on utilizing laws to serve an educative function and facilitating access by children and families to preventive and support services. It argues that a broad concept of neglect should be adopted and that the "welfare orientation" of the Children's Court requires reconsideration, because the capacity of courts to resolve entrenched structural problems of society has been overrated. Welfare practice, and specifically a community approach to welfare, should shape the primary response to protection of children; judicial involvement should be a last resort. 相似文献
996.
In two experiments, rats solved two concurrent discrimination problems in which one stimulus (i.e., a facilitator) signaled the reinforcement of another stimulus (i.e., a target). Then a transfer test assessed the capacity of facilitators trained in one problem to promote responding to targets trained in the other. Experiment 1 found that a facilitator promoted as much responding to such a transfer target as to the target with which it was originally trained. Transfer was not obtained with a pseudofacilitator that was uninformative, in training, about the reinforcement of its target. Experiment 2 manipulated the stimulus modality of the targets and facilitators. Its results indicated that transfer performance was not due to generalization between training and transfer targets or facilitators. These results parallel those from comparable autoshaping paradigms with pigeons, and they agree with the view that facilitators promote responding by lowering the threshold for activation of the US representation. 相似文献
997.
Interpretations of colposcopic photographs: evidence for competence in assessing sexual abuse? 总被引:1,自引:0,他引:1
Accurate assessment of physical findings for child sexual abuse is medically and legally important. This study evaluated (1) interobserver reliability of clinicians rating colposcopic photographs, and (2) correlates of reliable interpretations. Seventy physicians and two nurse practitioners, divided by professional levels, assessed colposcopic photographs and completed a questionnaire. Ratings by a professional with extensive experience in this field were used as an accuracy standard. Leaders in the field of child sexual abuse assessment made significantly more "accurate" assessments than pediatricians, pediatric and family practice residents, and intern physicians. Leaders made fewer "inaccurate" interpretations than interns. Predictors of agreement with standard assessments, although weak, were knowledge of female perineal anatomy and professional level. Total number of sexual abuse examinations conducted and knowledge of sexually transmitted diseases as acquired by children were not significant predictors of accurate assessment. The findings are interpreted as to their potential relevance to actual sexual abuse evaluations of children. 相似文献
998.
The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used. 相似文献
999.
Yi-Hwa Liou Alan J. Daly Esther T. Canrinus Cheryl A. Forbes Nienke M. Moolenaar Frank Cornelissen 《Teachers and Teaching》2017,23(6):635-657
This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers’ teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs. 相似文献
1000.
Wenja T. Heusdens Liesbeth K. J. Baartman Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):435-454
Students’ vocational knowledge can be defined as all knowledge students require performing within occupational practice. In the context of vocational education and training, students’ vocational knowledge is often discussed from a perspective of either what should be taught and learned in schools or different kinds of knowledge students should gain in occupational practice. Much less focus is on students’ vocational knowledge itself. This exploratory in-depth study aims to describe what characterises students’ vocational knowledge. To explore students’ vocational knowledge, an analytic framework is used to describe vocational knowledge characteristics specifying: (1) occupation-specific knowledge components, and (2) qualities. Results show the framework provides a structure to gain insight into the nature and meaning of vocational knowledge, and is valuable to describe characteristics in terms of knowledge components such as technical procedures or the social and occupational environment, and qualities such as richness, complexity and specificity. Additionally, to use an existing framework – originally developed in the contexts of ICT and Social Work – its usefulness is explored in a new context, namely, the hospitality industry. Recommendations about the framework serving as a potential tool to support students’ learning processes are provided. 相似文献