Selecting Books for Children Birth Through Four: A Developmental Approach   总被引：1，自引：1，他引：0  

Julie Dwyer  Susan B. Neuman 《Early Childhood Education Journal》2008,35(6):489-494

The selection of books to read to young children matters enormously in the role books play for enriching children’s lives. This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books targeted to children’s developing skills will enhance the power and the pleasures of reading to young children.  相似文献   

Trikes, Cars, and the Theory of Constraints (TOC)     

Julie M. Hays 《Decision Sciences Journal of Innovative Education》2008,6(2):349-354

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Prioritizing teacher emotions: shifting teacher training to a digital environment     

Owens  Julie K.  Hudson  Alida K. 《Educational technology research and development : ETR & D》2021,69(1):59-62

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Romantic Partner Selection and Socialization During Early Adolescence     

Valerie A. Simon  Julie Wargo Aikins  Mitchell J. Prinstein 《Child development》2008,79(6):1676-1692

This prospective study examined romantic partner selection and socialization among a sample of 78 young adolescents (6th–8th graders). Independent assessments of adolescent and romantic partner adjustment were collected before and after relationships initiated via peer nomination and self‐report. Prior to their relationship, adolescents and partners were significantly alike on popularity, physical attraction, and depressive symptoms. Controlling for initial similarity, partners’ popularity, depressive symptoms, relational aggression, and relational victimization significantly predicted changes in adolescents’ functioning in these areas over time. However, the magnitude and direction of change varied according to adolescents’ and partners’ prerelationship functioning. In general, adolescents who dated high‐functioning partners changed more than those who dated low‐functioning partners, and partner characteristics predicted greater change among low‐ versus high‐functioning adolescents. Results were consistent even when controlling for best friend characteristics. The current findings are among the first to demonstrate unique contributions of romantic partner characteristics to adolescents’ psychosocial functioning.  相似文献   

Creativity and performativity: Counterpoints in British and Australian education   总被引：1，自引：0，他引：1  

Pamela Burnard  Julie White 《British Educational Research Journal》2008,34(5):667-682

This article explores the complex interplay of power between performativity and creativity agendas—a mutual tension that resides in British and Australian education. Accountability constraints and conflicting policy debates are problematised against the wider imperatives of similar government agendas. This ‘counterpoint’ of freedom and control has significant implications for pedagogy and, through accommodating performativity, teacher agency and professionalism are under threat. The authors propose a ‘rebalancing’ where pedagogy transforms from a site of struggle for control, to one where a higher trust is placed in teacher professionalism. The idea of ‘rebalancing pedagogy’ offers a way for teachers to navigate and be supported through the opposing demands of performativity and creativity. It acknowledges the importance of teacher agency and where teaching is judged against the characteristics of a systemic approach that facilitates the building of creative learning communities capable of supporting any curricula or content‐focused programmes in and beyond schools.  相似文献   

Getting tuffa on the causes of spelling     

Tim Shortis  Julie Blake 《English in Education》2008,42(2):199-202

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Teacher‐involved conversations with young children during small group activity   总被引：1，自引：1，他引：0  

Tonia Durden  Julie Rainer Dangel 《Early Years: An International Journal of Research and Development》2008,28(3):251-266

This qualitative study examines the conversations of two preschool teachers with two‐ and three‐year‐old children during small‐group activity settings in two high‐quality child development centers. Using interviews, observations and videotaping of small‐group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher–child reciprocity is evident and more genuine in authentic, teacher‐guided activities. In both classrooms, the language during small‐group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided.  相似文献   

The effect of worked examples on student learning and error anticipation in algebra     

Barbieri  Christina Areizaga  Booth  Julie L.  Begolli  Kreshnik N.  McCann  Nicholas 《Instructional Science》2021,49(4):419-439

Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students...  相似文献   

Lay experts and the politics of breast implants     

Kent J 《Public understanding of science (Bristol, England)》2003,12(4):403-421

This paper discusses the controversy around breast implants in the United States and Europe. It focuses on the emergence of consumer and support groups for women and offers an analysis of the role they have played in recent policy developments in UK and Europe. The politics of breast implants is seen as a politics of knowledge in which scientific expertise has consistently been deployed in ways that minimize the credibility and legitimacy of women's accounts of their bodies and illness experiences. These women have been doubly disadvantaged in a policy debate that turns on scientific controversy and uncertainty. This implies a gendered dynamic to the changing relations of knowledge and expertise. The paper contributes to an understanding of the relations between regulators, manufacturers, users, and clinicians in the global medical device industry and to wider debates around the public understanding of science.  相似文献   

Working together: Lessons learned from school,family, and community collaborations     

Robert Cohen  Julie A. Linker  Liza Stutts 《Psychology in the schools》2006,43(4):419-428

Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child‐serving agencies as well as between parents and service providers. In this article, we explore the role of schools in collaborative efforts on behalf of children with EBD. The demands on school personnel in local school districts are examined, the elements required for effective collaboration are articulated, and an exemplary model of comprehensive collaboration is described. Impediments to effective collaboration are summarized, and suggestions for how to create and sustain reliable partnerships are offered at the level of individual provider and child‐serving organization. Attention is given to contextual factors, such as financing and organizational structure, and also to programmatic issues. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 419–428, 2006.  相似文献