Communication between children and carers during mealtimes     

Celia Harding  Candace Wade  Kirsty Harrison 《Journal of Research in Special Educational Needs》2013,13(4):242-250

Mealtimes are identified as an important learning environment where socialisation and language development takes place. Caregivers can facilitate the structure of a child's learning in the mealtime setting. The aim of this study was to gain an understanding about the nature of communication in a normal population during mealtimes. This is important to help understanding about the nature of communication and interaction in children with disabilities during mealtimes. Participants were six typically developing preschool children aged from 8 months to 3;05 years. Caregivers of the children supported their child having a typical meal at home. Each mother–child dyad was video‐recorded by the researchers during a typical meal for up to 30 minutes. Each recording was transcribed by the researchers, and specific communicative features were counted and coded; caregiver comments about appropriate mealtime behaviour, child verbal and nonverbal initiation, caregiver questions and comments about meal enjoyment, caregiver praise of child, and caregiver repetition to coax feeding. A caregiver questionnaire was also completed to obtain information about the child's feeding, any early history of feeding difficulties and typical mealtime routine. The results indicated that the most considerable difference were between the dyads who had reported early feeding difficulties and those who had not reported any. Carers who supported children who had a history of early feeding difficulties used more language to manage and guide the child's behaviour during the mealtime. Caregivers who reported early feeding difficulties appeared to be more concerned with how their child was presenting at the meal (i.e., appropriate behaviour and meal enjoyment). This information has important implications for supporting children with complex needs during mealtimes.  相似文献   

Australian and British Media     

Richard Harding  Susan Kippax  John P. Murray  Jeff Peck  Murray Coot  Patricia Edgar 《Communication Booknotes Quarterly》2013,44(2):33-35

Outside Interference: The Politics of Australian Broadcasting (South Melbourne: Macmillan Co. of Australia, 1979—A$6.95, paper)

Susan Kippax and John P. Murray's Small Screen, Big Business: The Great Australian TV Robbe (Angus & Robertson Publishers, P.O. Box 290, North Ryde, N.S.W. 2113—A$1.95, paper)

Comparing Theatre and Film: A Contemporary:View, by Jeff Peck (22 pp., A$2.00, paper)

Newspaper Circulation in Australia, 1932-1977, by Murray Coot (33 pp., A$2.50, paper)

Patricia Edgar and Ursula Callus' The Unknown Audience: A Study of Children's Responses to Television Programmes (Media Centre, School of Education, La Trobe University, Bundoora, Vic. 3083, Australia—A$4.00 1 paper)

Children's Television Behaviour by Kevin Sharman (Australian Council for Educational Research, Frederick St., Hawthorn 3122—A$5.00)

Cinema Papers No. 20 and 21 (bimonthly from 664 Victoria St., North Melbourne 3051—A$19.80 per year by air)

The Social and Cultural im acts of Transnational Enter rises by Krishna Kumar (Transnational Corporations Project, Department of Economics, Yniversity of Sydney, Sydney 2006—A$10.00)  相似文献   

On good writing     

Harold F. Harding 《Quarterly Journal of Speech》2013,99(4):409-413

1. ON PHILOSOPHICAL STYLE. By Brand Blanshard. Bloomington: Indiana University Press, 1954; pp. 69. $1.00.

2. THE MAGIC OF WORDS. By The Rt. Hon. Lord Justice Birkett. London: Geoffrey Cumberlege, Oxford University Press, 1953. pp. 15. 2s net.

3. GUIDE FOR AIR FORCE WRITING, Air Force Manual 11–3. By the Department of the Air Force. Washington, D. C: 1954; pp. 133. (For use by USAF officers and Air Force ROTC cadets; not sold publicly.)

4. HOW TO MAKE SENSE. By Rudolf Flesch. New York: Harper and Brothers, 1954; PP‐ 202‐ $2.75.

5. PLAIN WORDS: THEIR ABC. By Sir Ernest Gowers. New York: Alfred A. Knopf, 1954; pp. vii+298+viii. $2.50.

6. The essays on Language, Rhetoric, Sign and Symbol in GREAT BOOKS OF THE WESTERN WORLD. In vols. 2 and 3 of 54 vols. Edited by Robert M. Hutchins. Chicago: Encyclopaedia Britannica, Inc., 1952‐

7. GROWTH AND STRUCTURE OF THE ENGLISH LANGUAGE. By Otto Jespersen. Ninth Edition. Garden City, New York: Doubleday Anchor Books, 1955; pp. vi+274. $0.95.

8. KNOW YOUR READER: THE SCIENTIFIC APPROACH TO READABILITY. By George R. Klare and Byron Buck. New York: Hermitage House, 1954; pp. 191. $2–95‐

9. RECURRENT MALADIES IN SCHOLARLY WRITING. By Eugene S. McCartney. Ann Arbor: University of Michigan Press, 1953; PP‐ xi+141. $2.50.

10. THE CONCISE USAGE AND ABUSAGE. By Eric Partridge. New York: Philosophical Library, 1954; pp. ix+219. $3.50.

11. ASPECTS OF READABILITY IN THE SOCIAL STUDIES. By Eleanor M. Peterson, Ph.D. New York: Bureau of Publications, Teachers College, Columbia University, 1954; PP‐ ix+118. $3.50.  相似文献   

Relations between Risk for Sleep-Disordered Breathing,Cognitive and Executive Functioning,and Academic Performance in Six-Year-Olds     

Rebekah Luo  Rebecca Harding  Barbara Galland  Martin Sellbom  Amelia Gill 《Early education and development》2013,24(7):947-970

ABSTRACT

Research Findings: Optimal sleep is important for children’s learning and development. Sleep disordered breathing (SDB) refers to a spectrum of conditions from simple snoring to obstructive sleep apnea that is common in childhood and interrupts sleep. We examined pathways between SDB and academic performance of children (N = 163, M age = 6.2 years) one year after school entry. Measures included parent questionnaire and clinical assessment of SDB, standardized tests and rating scales of cognitive and executive functioning, researcher-administered literacy and numeracy tasks, and teacher-reported academic performance. Structural equation modeling (SEM) revealed direct and indirect paths between SDB and poorer academic performance. In indirect models, children’s SDB severity score was significantly linked to poorer executive functioning (β = .38, p < .01) and negatively associated with nonverbal reasoning (β = ?.21, p < .01). Poorer executive functioning, in turn, was negatively related to the verbal composite (β = ?.61, p < .01), with verbal and nonverbal composites associated with academic performance (βs = .56, .27, respectively, p’s < .01). Practice or Policy: These findings point to the need for attention to SDB and its links to potential cognitive sequelae across early development. Practitioners equipped with knowledge of SDB symptoms can facilitate referral for appropriate consultation and evaluation.  相似文献   

Nursing student peer mentorship: a review of the literature     

Noelle Rohatinsky  Katie Harding  Terra Carriere 《Mentoring & Tutoring: Partnership in Learning》2017,25(1):61-77

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Understanding Associations Between Low-Income Mothers' Participation in Education and Parenting     

Jessica F. Harding  Pamela A. Morris  Jennifer Hill 《Journal of research on educational effectiveness》2017,10(4):704-731

Maternal education is one of the strongest predictors of children's academic outcomes. One possible explanation for this is that more highly educated mothers more frequently engage in parenting practices that may promote children's later cognitive development; however, most of this evidence is correlational. This study uses Head Start Impact Study data (N = 1,953) to explore whether low-income mothers' participation in education affects their parenting practices and beliefs. Principal scores, which predict maternal educational participation based on covariates, were used for analysis. Principal score matching was used to identify mothers who we predicted participated in education because their children were randomly assigned to Head Start. We compared these mothers' outcomes to those of mothers we predicted would have participated in education if they were assigned to Head Start. For these mothers, participation in maternal education was associated with children watching fewer hours of TV, having more types of printed media at home, and more frequent participation in cultural activities, but it was not associated with a host of other parenting outcomes. Changing parenting is one potential pathway by which maternal educational participation may influence children's later academic outcomes.  相似文献   

Portraying Science Accurately in Classrooms: Emphasizing Open‐Mindedness Rather Than Relativism     

Patricia Harding  William Hare 《科学教学研究杂志》2000,37(3):225-236

Constructivist science education typically presents a relativist image of scientific knowledge that is not shared by scientists. Truth and time are defined differently by scientists than by postmodern observers of science; a theoretical definition of truth is often applied to scientific knowledge within science education, whereas a practical definition, supported by evidence, is used within science. Similarly, time is sometimes taken out of context within science education when scientific concepts that have developed slowly and are well accepted by scientists are treated as though they were tentative. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 225–236, 2000.  相似文献   

Building positive thinking habits: increasing self-confidence & resilience in young people through CBT     

Lucy Harding 《Educational Psychology in Practice》2017,33(3):335-336

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Priming institutional change through effective project management:A case study of the Chic project     

Richard Hall  Derek Harding  Chris Ramsden 《International Journal for Academic Development》2013,18(2):152-161

This paper explores how learning and teaching innovations undertaken by externally funded projects, with a fixed remit and lifecycle, can be integrated successfully into institutional educational developments. The example and methods of one particular project, in embedding its work within and relating it to the context of wider, nationally-promoted educational designs, is utilized to illustrate the possibilities for fostering institutional change. Such change relies upon working to promote a climate whose norms support a culture of trust, where team-working can forge a broader ownership of innovation  相似文献   

Effect of Students' After-School Activities on Teachers' Academic Expectancies     

Van Matre JC  Valentine JC  Cooper H 《Contemporary educational psychology》2000,25(2):167-183

Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press.  相似文献