Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies     

Sandra M. Linder  Beth Powers-Costello  Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37

Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work in early childhood teacher education at their respective universities.  相似文献   

    

Dolores Fidishun 《TechTrends》2002,46(6):3

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Growing role of ETV     

Mendel Sherman  James Q. Knowlton  Dolores Durkin  Jack V. Edling  Francis A. Cartier 《Educational technology research and development : ETR & D》1962,10(1):43-50

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The Relationship Between Physical,Sexual, and Emotional Abuse and Unhealthy Weight Loss Behaviors     

Amanda G. Ferrier  Matthew P. Martens  M. Dolores Cimini 《Journal of College Counseling》2005,8(2):118-126

The authors investigated the relationship between abuse in adult relationships and the tendency to engage in unhealthy weight loss behaviors. Undergraduate women responded to questions regarding weight loss behaviors, whether or not they had recently been in an abusive relationship, and perceived body image. Results indicated that women who had recently been in abusive relationships were more likely to endorse unhealthy weight loss. Implications for college counselors are discussed.  相似文献   

Narrative Knowing and Learning Introduction to Part I     

William L. Randall  L. Dolores Furlong 《Interchange》2007,38(3):207-212

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Introduction: Chicana/Mexicana feminist pedagogies: Consejos,respeto, y educacion in everyday life     

C. Alejandra Elenes  Francisca E. Gonzalez  Dolores Delgado Bernal  Sofia Villenas 《International journal of qualitative studies in education》2013,26(5):595-602

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Exploring Daily Physical Activity and Nutrition Patterns in Early Learning Settings: Snapshots of Young Children in Head Start,Primary, and After-School Settings     

Dolores A. Stegelin  Denise Anderson  Karen Kemper  Jennifer Wagner  Katharine Evans 《Early Childhood Education Journal》2014,42(2):133-142

The purpose of this research project was to gain a greater understanding of daily routines of 4–7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast. Specifically, this exploratory study focused on the research question: What are typical daily physical activity and nutrition patterns in community-based early learning settings for young children 4–7 years of age in the United States? Two overarching themes were identified through data analysis: restriction of activity and restriction of physical movement. Results indicated that children in elementary school settings had fewer opportunities for indoor and outdoor physical activity than children in other settings and that children seek to be physically active and will do so when given the opportunity. Increasing time for both structured and unstructured physical activity and play for children ages 4–7 in early learning settings was recommended by the researchers.  相似文献   

Early Childhood and Public Schools: Implications for Policy     

Dolores A. Stegelin 《Early education and development》1992,3(2):86-88

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Web technologies applied to virtual heritage: An example of an Iberian Art Museum     

María Dolores Robles-Ortega  Francisco R. Feito  Juan J. Jiménez  Rafael J. Segura 《Journal of Cultural Heritage》2012,13(3):326-331

Nowadays, some virtual museums include 3D room scenes to show the models of its pieces, just like in real museums. Nevertheless, the generation and maintenance of this kind of scenes is generally difficult and should be done by an expert. For example, any change such as including a new piece or modifying the position of an existing fragment usually requires a different design and the creation of a new scene. In this paper we present a case study on the development of a web-based application to automatize this process. To this end, a database to store both graphic and non-graphic information about the pieces, and some 3D rooms to show them has been created. The designed scenes only contain some pieces of furniture to exhibit the fragments, which will be subsequently included. Thus, when a room is loaded in the web page, its associated pieces are obtained through a query in the database and its models are dynamically included in the original scene. Therefore, the position changes or the inclusion of new pieces are not performed in the 3D model, but in the database. Our application makes the transmission of the knowledge to the general public easier because any new discovered piece can be included in a existing museum effortlessly.  相似文献   

What We Know,What We Still Need to Know: Teaching Adolescents to Write     

Steve Graham  Dolores Perin 《Scientific Studies of Reading》2013,17(4):313-335

The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge.  相似文献