How Toddler Peers Generate Coordinated Action: A Cross-Cultural Exploration     

Carol O. Eckerman  Harriet Whitehead 《Early education and development》1999,10(3):241-266

A developmental pathway is proposed for toddlers' mastery of the skills involved in generating non-ritualized forms of cooperative coordinated action with peers and the studies of USA toddlers supporting this pathway reviewed. The proposed pathway posits (a) a central role for nonverbal imitative acts in enabling toddlers to generate together extended bouts of nonverbal coordinated action and (b) a central role for these bouts of imitative coordinated action in facilitating toddlers' development of verbal means of coordinating action. This pathway then guides an analysis of the development and functions of imitative acts among toddler peers from a quite different cultural context-the Seltaman people of Papua New Guinea. Twelve Seltaman toddlers were observed with peers at near-weekly intervals over a six-month period. Ready imitation of one another emerged among the Seltaman toddlers during the same developmental period as for USA toddlers and functioned similarly to generate extended bouts of coordinated action-reciprocal imitation games. The themes of the reciprocal imitation games, however, varied in line with the socialization practices and characteristic play settings of the two cultures. These findings provide further support for the proposition that these imitative acts form part of a distinctly human pathway of development related to the emergence of human language.  相似文献   

Using Supervision to Prepare Social Justice Counseling Advocates     

Harriet L. Glosoff  Judith C. Durham 《Counselor Education & Supervision》2010,50(2):116-129

Over the past several years, there has been an increased focus on integrating not only multiculturalism in the counseling profession, but also advocacy and social justice. Although the professional literature addresses the importance of cultural competence in supervision, there is a paucity of information about social justice advocacy in relation to the process of counseling supervision. In this article, the authors share a rationale for integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice advocacy counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors to be social justice counseling advocates.  相似文献   

Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS     

Harriet Mutonyi  Samson Nashon  Wendy S. Nielsen 《Research in Science Education》2010,40(4):573-588

In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions of the disease, based on these media messages influence students’ development of conceptual understanding of the disease, its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now—insensitivity to misconceptions about the disease—is needed.  相似文献   

Children's wellbeing and cortisol levels in home-based and center-based childcare   总被引：1，自引：0，他引：1  

Marleen G. Groeneveld  Harriet J. VermeerMarinus H. van IJzendoorn  Mariëlle Linting 《Early childhood research quarterly》2010

The central question in this study is whether individual variability in children's cortisol levels and wellbeing at childcare can be explained by indices of quality of care and child characteristics. Participants were 71 children from childcare homes and 45 children from childcare centers in the age range of 20–40 months. In both types of settings equivalent measures and procedures were used. In home-based childcare, children experienced higher caregiver sensitivity, lower noise levels, and showed higher wellbeing compared to children in childcare centers. Caregiver sensitivity in home-based childcare – but not in center care – was positively associated with children's wellbeing. Additionally, children displayed higher cortisol levels at childcare than at home, irrespective of type of care. In home-based childcare, lower caregiver sensitivity was associated with higher total production of salivary cortisol during the day. In center-based childcare, lower global quality of care was associated with a rise in cortisol between 11 AM and 3 PM during the day. Quality of care is an important factor in young children's wellbeing and HPA stress reactivity.  相似文献   

Review essay     

Harriet Marshall 《British Journal of Sociology of Education》2003,24(3):397-405

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流利英语脱口出     

Harriet He 《海外英语》2007,(9):10-11

1.Constructive criticism建设性的批评(意见)A:I like constructive criticism.我喜欢建设性的批评。B:Me too.我是。A:But what is often labeled constructive criticism may actually be destructive jealousy.但往往,标着所谓建设性意见的标牌,实际却是出于非常具有破坏性的嫉妒。  相似文献   

Inservice Science Supervisors' Assessments of a Novice Science Teacher's Videotaped Lesson     

Zuckerman  June Trop 《Journal of Science Teacher Education》1997,8(1):15-28

Journal of Science Teacher Education -  相似文献   

Coping with School Transfer: Predicting and Using Coping Strategies     

Harriet Gross  Gill Burdett 《Pastoral Care in Education》2013,31(3):38-44

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Future problems in the employment of graduates     

Harriet Greenaway 《Higher Education》1973,2(2):273-274

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Your Newspaper … Blueprint for a Better Press by Nine Neiman Fellows, 1945–1946. James Batal,Charlotte Fitzhenry,Arthur W. Hepner,Frank Hewlett,Frank K. Kelly,Mary Ellen Leary,Cary Robertson,Ben Yoblonky. Leon Svirsky,Editor. The Macmillan Company. 202 pp. $2.75     

Harriet Knight Orr 《The Educational forum》2013,77(4):499-500

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