Reported childhood sexual abuse and eating-disordered cognitions and behaviors     

van Gerko K  Hughes ML  Hamill M  Waller G 《Child abuse & neglect》2005,29(4):375-382

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The Iowa distance education alliance   总被引：1，自引：0，他引：1  

Michael Simonson  Jan Sweeney  Mari Kemis 《TechTrends》1993,38(1):25-28

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Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates     

Belinda Bustos Flores  Cindy M. Casebeer  Mari Riojas-Cortez 《Journal of Early Childhood Teacher Education》2013,34(3):266-286

Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort.  相似文献   

Preschoolers' Funds of Knowledge Displayed Through Sociodramatic Play Episodes in a Bilingual Classroom   总被引：1，自引：0，他引：1  

Mari Riojas-Cortez 《Early Childhood Education Journal》2001,29(1):35-40

Funds of knowledge displayed by young children during sociodramatic play in a two-way bilingual preschool classroom are identified. Twelve preschoolers participated in a microethnographic study of children's language and culture in a small rural community of South Texas. The study sought to identify cultural elements or traits of Mexican American children exhibited during sociodramatic play. The cultural traits identified as funds of knowledge include language, values and beliefs, ways of discipline, and the value of education, among others. It is suggested for teachers to use sociodramatic play as a tool to observe children and learn about their funds of knowledge in order to implement a culturally reflective curriculum.  相似文献   

Intercultural Internet-based learning: Know your audience and what it values     

Abbas Johari  Joanne P. H. Bentley  Mari Vawn Tinney  Bing Howe Chia 《Educational technology research and development : ETR & D》2005,53(2):117-127

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“Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses     

Mari Murtonen  Erkki Olkinuora  P?ivi Tynj?l?  Erno Lehtinen 《Higher Education》2008,56(5):599-612

This study explored university students’ views of whether they will need research skills in their future work in relation to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who were not sure whether they would need these skills. The students, who considered research skills important for their future work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations are related to expectations about future work. For instruction, this means that if we were somehow able to change students’ experiences and orientations towards research into a more positive direction, students might be better prepared for their future work.  相似文献