Nurturing social and emotional development in gifted teenagers through young adult literature     

Thomas P. Hébert  Richard Kent 《Roeper Review》2013,35(3):167-171

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A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland     

Grainne Kent  Vasiliki Pitsia 《Irish Educational Studies》2013,32(4):505-521

The present study investigated the home learning environment of three to five-year-old children (n?=?429) living in an area designated as socio-economically disadvantaged, involved in the Area Based Childhood (ABC) programme, compared to a nationally representative sample of three-year-old children (n?=?9793), from the Growing Up in Ireland (GUI) Study. Statistical analysis of the frequency of engagement in home learning activities across both samples, revealed a significant difference in the environments to which children are exposed, with families from the GUI sample engaging more frequently in these activities than families from the ABC sample. Among the family demographic factors investigated, parent's age and household type were significantly related to the frequency of engagement in home learning activities. Based on these findings, policy and practice implications are discussed.  相似文献   

民国社会教育研究 [Research on social education during the Republican period ]. 周慧梅 [Zhou,Huimei]     

Chi Kong LAI  Kent WAN 《Frontiers of Education in China》2020,15(4):680

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Using Photographs to Assess Equity Climate: A Taxonomy     

James H. Banning  Valerie Middleton  Terry L. Deniston 《Multicultural Perspectives》2013,15(1):41-46

Our challenge as teachers and as human beings is to begin the process of "changing our voices," facing who we are and what that means in a society based on power and oppression. We must learn to listen to others, so we can speak together with voices both united and unique. The journey described is personal, yet it is also generalizable. Changing one's voice may be the only real way in which a teacher can be a model of diversity and multiculturalism. If as a teacher I do nothing to change my own voice, I have accomplished little in terms of effective teaching. My attitudes, behaviors, words should reflect and embody humanity, not just those who "look" like me or are thought of as more capable learners. I must challenge my students' thinking in terms of diversity and multicultural issues and push them to think of the "other."  相似文献   

Book reviews     

Kent L. Gustafson  Robin Taylor 《Educational technology research and development : ETR & D》1989,37(2):115-121

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The conditions and indicators of optimal development in infancy     

James T. Kent  David B. Friedman 《Child abuse & neglect》1984,8(2):145

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Pedagogy and Post-coloniality: Teaching “Education” online     

Sue Middleton 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):511-525

The academic study of Education1 1. A capital E is used when Education refers to Education as an academic subject or discipline. A lower case e is used to refer to education as a process. View all notes (as a social, historical, and theoretical phenomenon) is complicated by the fact of our immersion in it. This paper combines Said's idea of “contrapuntal reading” with Bourdieu's notion of reflexivity to explore what happens when students on an Education course directly confront the fact of their everyday involvement in their object of study, Education. How do the questions raised by post-colonial and other critical social writers “appear” from such a position? How does the fact of our involvement complicate our theoretical or scientific knowledge of these? By means of an episodic, narrative form of writing, this paper describes a life history pedagogy for teaching a compulsory “social issues” course online to New Zealand pre-service teacher education students. As data I draw on online conversations with and between students as they engage in the production of contextualized life history interview narratives.  相似文献   

Dampening of Adrenocortical Responses during Infancy: Normative Changes and Individual Differences   总被引：6，自引：0，他引：6  

Megan R. Gunnar  Laurie Brodersen  Kent Krueger  Joseph Rigatuso 《Child development》1996,67(3):877-889

Changes in cortisol and behavioral responses were examined longitudinally in 83 infants (39 girls, 44 boys) tested at their well-baby exams with inoculations at 2, 4, 6, and 15 months (72 infants completed all testing). Another sample of 2-, 4-, and 6-month-olds ( n = 18 per age) received mock exams without inoculations to determine early developmental changes to the exam procedures. Behavioral distress was coded every 30 sec during the exam, a 5-min inoculation period, and a 20-min recovery period. Salivary cortisol was obtained upon arrival at the clinic and 25 min after the beginning of the inoculation period. To the exam-inoculation procedures, cortisol responses were high at 2 months, decreased significantly between 2 and 4 months, remained comparable between 4 and 6 months, and then declined again between 6 and 15 months. Between 6 and 15 months there was also a decrease in pretest cortisol. By 15 months, significant increases in cortisol from pre- to posttest were no longer observed for most infants. To the exam-only procedures, cortisol responses decreased between 2 and 4 months, and by 4 months most infants failed to show pre- to posttest increases in cortisol. Behavioral distress decreased between 2 and 6 months, but increased again at 15 months. While crying and cortisol were modestly correlated during the 2- to 6-month exam-inoculation procedures, at 15 months no significant correlations were obtained. Behavioral and hormonal reactions thus followed different ontogenetic paths and may provide different information about infant functioning. There was some evidence that the emergence of the circadian rhythm in cortisol might be related to the early decrease in cortisol response.  相似文献   

Approaches for a Postmodern Context     

Lori Kent 《The International Journal of Art & Design Education》2005,24(2):159-165

This article is on the culture of conversation in the studio art classroom. What can be assumed as simple pedagogical acts, talking to one another, become increasingly complex in the context of postmodernism. Breakdowns in perceived truths, agreed‐upon styles, and monoculturalism demand that conversation is looked at in a metasense — what is it? what skills, values and agendas do we bring to the process? This work includes reflections on a multiyear field study conducted in New York City studio classrooms. Exemplary professors of art, such as the ones studied, practise conversation through an awareness of their position/biases, being pluralistic and practising authenticity. A history of conversation in schools of art is included to demonstrate historical continuity of artists and art students in conversation. Finally, ways to invest in the act of conversation, such as bracketing the time and space for the act in the classroom, are suggested.  相似文献   

Pushing the Speed of Assistive Technologies for Reading     

Matthew H. Schneps  Chen Chen  Marc Pomplun  Jiahui Wang  Anne D. Crosby  Kevin Kent 《Mind, Brain, and Education》2019,13(1):14-29

People who are practiced in using text‐to‐speech can drive listening speeds to surprisingly high limits. Here, we investigate the extent to which people who are otherwise untrained, with and without dyslexia, can increase their reading speed when forcibly accelerated visual or auditory presentations are used in isolation or in tandem. The experiment examined the reading speed and comprehension of 43 college students using three methods enabled by software on a handheld device: forcibly accelerated visual augmentation, auditory text‐to‐speech, and a combination of the two. We found that both typical and impaired readers attained the highest reading speed using the combined method, controlling for comprehension. Importantly, those with dyslexia using the combined methods reached the equivalent reading speed of typical readers using paper, visual, or auditory methods, with no loss in comprehension. Findings here suggest that in future evolutions—using technologies available today—parallel neurological pathways for language processing can be exploited to optimize reading for those impaired.  相似文献