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The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
2.
Emran Ameer Spektor-levy Ornit Paz Tal Ofra Ben Zvi Assaraf Orit 《Science & Education》2020,29(2):237-261
Science & Education - A thorough understanding of the concept of the nature of science (NOS) is essential to the development of scientific literacy among students, as it provides the students... 相似文献
3.
Ofra Inbar‐Lourie Smadar Donitsa‐Schmidt 《Assessment in Education: Principles, Policy & Practice》2009,16(2):185-204
The research investigated the factors which underlie the perceptions and usage of alternative assessment procedures among EFL teachers in Israel. The research was conducted within the framework of an earlier model by Hargreaves and colleagues comprising four perspectives – technological, cultural, political and postmodern – to account for teachers’ assessment practices and beliefs. The sample included 113 EFL teachers who responded to a self‐report questionnaire. The model’s four perspectives were validated using a two‐stage factor analysis. Results show that the predominant factor related to the usage of alternative assessment is the technological one, followed by the cultural and postmodern perspectives. The political perspective yielded mixed results. The findings highlight the complexity of teachers’ assessment practices reflecting not merely a testing approach but a social and educational paradigm encompassing micro constraints (technological), macro influences (political), ideologies and commonly‐held beliefs (cultural) as well as evidence of critical pedagogy (postmodern). 相似文献
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Gunnel A.M. Backenroth BO H. Ahlner 《International journal for the advancement of counseling》2000,22(3):225-240
Hearing impairment may be regarded as a hidden disability in working life, only becoming visible in communication, collaboration and human interaction. The purpose of this study is to describe the reported quality of life of individuals with moderate to severe hearing loss, after their participation in counselling in an audiological rehabilitation program for hearing aid users. The method used was an in-depth interview. The results demonstrated that the counselling interventions had influenced attitudes to hearing impairment and had increased awareness of the hearing impairment and increased demands for more understanding on close relatives and friends. Furthermore, the study found that subjects gained new perspectives and felt more comfortable using a hearing aid. They were given more support, their self-confidence increased and they gained insight into their experienced tiredness. Their ability to use coping strategies in order to deal with their changed life situation was also increased. Implications for counselling are discussed. 相似文献
6.
Avi Assor Ofra Feinberg Yaniv Kanat-Maymon Haya Kaplan 《Journal of Experimental Education》2018,86(2):195-213
This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci &; Ryan, 2012). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs. 相似文献
7.
We investigated the effects of three facilitators: adults’ support, dynamic visual vocabulary support and static visual vocabulary support on vocabulary acquisition in the context of e-book reading. Participants were 144 Israeli Hebrew-speaking preschoolers (aged 4–6) from middle SES neighborhoods. The entire sample read the e-book without a dictionary once, and was pretested on receptive word comprehension, expressive word explanation and word production in story retelling. The sample was then randomly divided into four groups, each reading an e-book three times, with: (1) adults’ vocabulary support; (2) dynamic visual dictionary support; (3) static visual dictionary support; or (4) without support. The participants were then posttested on the same measures. Children’s progress in all measures was dependent on group, with adults’ support appearing as most effective, dynamic dictionary as second, static dictionary as third, and no support as least effective. However, the gains differed significantly only between some of the groups, but were always significantly different between the group given adults’ support and the control group which was given no support. We conclude that e-books can be used effectively to facilitate word meaning acquisition at different levels. This contribution can be augmented by adults’ support and dynamic dictionary support. 相似文献
8.
Ofra Korat 《Early Childhood Education Journal》2001,28(4):225-230
This paper presents five key aspects of cultural pedagogy theory: social interactions, self-identity, externalization of inner thought, educational institutions, and narratives. These are viewed as critical vehicles to fostering the child's literacy development in early childhood, among other things. Within this sociocognitive theoretical frame work great importance has been assigned to the cooperative link between the young child's two primary worlds: the home and the kindergarten. 相似文献
9.
There is wide agreement among career counselors that there should not be a dichotomy between personal and career themes in career counseling. This article offers a Developmental Career Counseling (DCC) model that incorporates Short-Term Dynamic Psychotherapy (STDP) principles, specifically, James Mann's (1973) model, into a career counseling process. Common principles of STDP and their relation to principles of DCC are discussed: developmental life-span approach, limited time, importance of working alliance, rapid and early assessment, central focus, active and directive counselor participation, therapeutic flexibility, dealing with termination and specific criteria for client suitability to work in STDP and DCC. The model is illustrated through a DCC case of 8 sessions that focused on issues of self-esteem. The implementation of insights, techniques, and processes, borrowed from STDP and incorporated into career counseling, are demonstrated and implications for the practice of DCC are discussed. 相似文献
10.
Nearly a quarter of the entire population of the EU has a disability. Disabled employees have become increasingly integrated into the labor force. According to a national survey and an international literature review, disabled people's experiences enrich the cultural diversity of the workplace. The purpose of the present paper is to present current research trends and identify future research needs in terms of occupational counseling for disabled employees. Research in this area poses many challenges, and there is a clear need for an interdisciplinary approach. Counseling-oriented, work-oriented and manager-based models are discussed in this paper. Counseling can promote collaboration with various agencies, such as family organizations, educators and managers, thus laying the foundations for developing the competencies needed in the labor markets of the future. The paper goes on to discuss the role of empowerment, self-advocacy and social relations over the life span. 相似文献