Mismatched pictures and children’s prose learning     

Michael Pressley  Joel R. Levin  Susan Pigott  Mary LeComte  D. J. Hope 《Educational technology research and development : ETR & D》1983,31(3):131-143

In a series of three major experiments and two smaller studies, the effects of mismatched pictures on children’s prose learning were studied. In general, although matched pictures increased learning of both prose that was heard and prose that was read, the presence of pictures mismatched to the prose they accompanied had little negative impact on cued recall. This research was supported by a grant to Michael Pressley from the Natural Sciences and Engineering Research Council of Canada. Joel R. Levin’s participation was supported by a grant to the Wisconsin Center for Education Research from the National Institute of Education. California State University, Fullerton, provided support for the pilot study. The cooperation of the London, Ontario, and the Middlesex County, Ontario, public school boards and the Sault St. Marie separate school board is gratefully acknowledged; special appreciation is extended to Dr. Richard Stennett and Mr. A. Hull. The parochial schools of Fullerton, Calif., assisted during the pilot phases of these studies. The authors are grateful to Professor Dale Willows for making available her materials for Experiments 3 and 3A. Reprints may be requested from the first author at the Department of Psychology, University of Western Ontario, London, Ontario N6A 5C2 Canada.  相似文献   

“One Day We Had to Run”: The Development of the Refugee Identity in Children’s Literature and its Function in Education     

Julia Hope 《Children‘s Literature in Education》2008,39(4):295-304

In the last two decades there have been significant numbers of children’s books written about various aspects of the refugee experience. Previously authors had tended to approach this sensitive area principally through an historical perspective. However as the number of refugees in British schools increases, books dealing with contemporary conflicts are published in greater numbers. How do children view this growing body of literature? A short ethnographic study attempts to interrogate the importance of autobiography and personal testimony in the construction of refugee identities in children’s books, and the article discusses the validating role of these texts and their purpose as educative tools in our classrooms. I conclude by considering potential areas within the current curriculum for using story to highlight the situation of those for whom “One day we had to run!”(Wilkes, One Day We Had to Run! London: Evans Bros Ltd., 1994).  相似文献   

The influence of race and gender on children's conversations and playmate choices     

Leman PJ  Lam VL 《Child development》2008,79(5):1329-1343

The present study examined the influence of race and gender on children's conversations and friendship choices. Four hundred and twenty-eight children (M age = 7.5 years, SD = 0.34) from 2 racial minority groups (i.e., African Caribbean and South Asian) and the racial majority group (i.e., European) chose a picture of a playmate together with a peer. Race influenced the levels of assertion and affiliation in children's conversations. The effects of race on conversation also varied according to the gender of the children involved in interaction. Same-race pairs tended to choose in-group playmates, but same-race minority pairs showed less marked in-group preference. Cross-race pairs selected a majority-group child as a playmate most often.  相似文献   

An Exploration of Supervisory and Therapeutic Relationships and Client Outcomes     

Hope Bell  W. Bryce Hagedorn  E. H. Mike Robinson 《Counselor Education & Supervision》2016,55(3):182-197

The authors explored the connection between the facilitative conditions present within the supervisory relationship, the therapeutic relationship, and client outcomes. A correlational research design was used with a sample of 55 counselors‐in‐training and 88 clients. Results indicated a significant positive relationship between the therapeutic relationship and client outcomes and a significant negative relationship between the supervisory relationship and client outcomes.  相似文献   

Criteria for the selection,evaluation and application of traditional knowledge in contemporary health practice,education, research and policy: A systematic review     

Hope Foley PhD  Andrea Bugarcic PhD  Jon Adams PhD  Jon Wardle PhD  Matthew Leach PhD  Amie Steel PhD 《Health information and libraries journal》2023,40(3):233-261

Background

Traditional and complementary medicine (T&CM) is highly utilised and draws on traditional knowledge (TK) as evidence, raising a need to explore how TK is currently used.

Objectives

Examine criteria used to select, evaluate and apply TK in contemporary health contexts.

Methods

Systematic search utilising academic databases (AMED , CINAHL , MEDLINE , EMBASE , SSCI , ProQuest Dissertations Theses Global ), Trip clinical database and Google search engine . Citations and reference lists of included articles were searched. Reported use of TK in contemporary settings was mapped against a modified ‘Exploration-Preparation-Implementation-Sustainment’ (EPIS) implementation framework.

Results

From the 54 included articles, EPIS mapping found TK is primarily used in the Exploration phase of implementation (n = 54), with little reporting on Preparation (n = 16), Implementation process (n = 6) or Sustainment (n = 4) of TK implementation. Criteria used in selection, evaluation and application of TK commonly involved validation with other scientific/traditional evidence sources, or assessment of factors influencing knowledge translation.

Discussion

One of the difficulties in validation of TK (as a co-opted treatment) against other evidence sources is comparing like with like as TK often takes a holistic approach. This complicates further planning and evaluation of implementation.

Conclusion

This review identifies important criteria for evaluating current and potential contemporary use of TK, identifying gaps in research and practice for finding, appraising and applying relevant TK studies for clinical care.  相似文献   

Who writes what when?: Examining children’s early composing     

Quinn  Margaret F.  Bingham  Gary E.  Gerde  Hope K. 《Reading and writing》2021,34(1):79-107

Reading and Writing - Conceptual models of early writing suggest multiple component skills support children’s early writing development. Although research interest in early writing skills has...  相似文献   

Reshaping Primary Teacher Education in New Zealand: compressed courses and school partnership     

John Hope 《Asia-Pacific Journal of Teacher Education》1999,27(3):183-191

In response to a serious shortage of primary teachers the New Zealand Government introduced competitive contracts for new and established providers to develop initial teacher education programmes which could be completed in a 12‐18 month timeframe. The University of Auckland reacted by developing a January to December post‐graduate programme taught in partnership with a consortium of primary schools. A mentor teacher from each of the selected primary schools was accredited at post‐graduate level to co‐ordinate and deliver the school‐based practicum component of the programme utilizing an associate teacher to host each student teacher. The programme was founded on a continuous placement model with student teachers attending one school per term for three days of each week, and university lectures for the other two days, throughout the year. Mentor teacher roles included in‐school seminars, assessment of the practicum component and assisting lecturers in planning and delivering university papers. Seven postulates which underpin the University of Auckland approach are advanced and the extent by which they can be generalized is discussed.  相似文献   

Re-conceptualising the paradox in policy implementation: a post-modernist conceptual approach     

Hope Pius Nudzor 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):501-513

A review of education policy and practice indicates a paradox in policy implementation. Policy outcomes most often differ significantly from intended purposes and provisions enacted. This paper re-conceptualises this policy phenomenon, drawing on the post-modernist conception of policy as both ‘text’ and ‘discourse’ as an approach for understanding and unmasking the messiness and contested nature of education policy processes. The choice of approach is based on three factors. First, the choice is grounded in its efficacy in explicating and legitimatising the issues of power within the policy arena. Second, the choice is based on the potential of the approach in integrating social and political theories of discourse with more linguistically oriented approaches to the study of policy. Third, the preference of approach follows from its potential to draw on language as a resource for reading into and/or analysing complex social issues.  相似文献   

Children's Early Awareness of Comprehension as Evident in Their Spontaneous Corrections of Speech Errors     

Henry M. Wellman  Ju-Hyun Song  Hope Peskin-Shepherd 《Child development》2019,90(1):196-209

A crucial human cognitive goal is to understand and to be understood. But understanding often takes active management. Two studies investigated early developmental processes of understanding management by focusing on young children's comprehension monitoring. We ask: When and how do young children actively monitor their comprehension of social-communicative interchanges and so seek to clarify and correct their own potential miscomprehension? Study 1 examined the parent–child conversations of 13 children studied longitudinally in everyday situations from the time the children were approximately 2 years through 3 years. Study 2 used a seminaturalistic situation in the laboratory to address these questions with more precision and control with 36 children aged 2–3 years.  相似文献   

Undergraduate Art Education: Heart,Brains, and Guts     

Hope Irvine 《Teaching Education》2013,24(2):53-55

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