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Karen Capo Lori Espinoza Jordan Khadam-Hir Debra Paz 《Journal of Early Childhood Teacher Education》2019,40(1):19-30
ABSTRACTThis reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate support for colleagues returning to their classrooms in the wake of the disaster. The initiative was designed to promote teachers’ understanding of the theoretical rationale behind supporting the psychosocial development of children in times of trauma and offer specific strategies and activities to help children work through this particular natural disaster, that is, storms, flooding, property destruction, and some physical harm. Implications for early childhood teacher preparation along with recommendations for future action are included. 相似文献
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This article examines the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co‐construction of knowledge. Stahl's (2006) social theory of computer supported collaborative learning (CSCL) is used along with discourse analysis methods to examine these course dialogues. Findings show the class that had a peer‐like, consistent facilitative instructor and discussion anchored around questions and shared artifacts was more likely to engage in discussion leading to the negotiation of knowledge and understanding. This class relied on social acknowledgements, questions, and shared exploration of perspectives and theories throughout their discussion. These elements and strategies appear to be important components that make up for lower levels of tacit understanding in online environments, thus enabling learners to interact in social learning processes. The other class, which lacked a facilitative instructor, did not have the same results. Although interaction levels were equal and students carried topical motifs such as the phrase “faster, better, cheaper” from message to message, students in this other class did not engage deeply or develop new understanding of the course material through the discussion. 相似文献
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Knowledge Management Research & Practice - Nowadays knowledge has become a key asset for firms in order to build a sustainable competitive advantage. The environment changes quickly and... 相似文献
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Paz Surez‐Coalla Marta lvarez‐Caizo Fernando Cuetos 《Journal of Research in Reading》2016,39(3):292-311
In order to read fluently, children have to form orthographic representations. Despite numerous investigations, there is no clear answer to the question of the number of times they need to read a word to form an orthographic representation. We used length effect on reading times as a measure, because there are large differences between long and short words for unknown words, differences that disappear when reading frequent words. Two lists of new words (half short and half long) were presented to 102 second‐grade to sixth‐grade Spanish children, to be read aloud six times. One of the lists was presented as part of a story and the other in isolation. Comparison of the length effect at the first and sixth exposure showed large differences between short and long words in the first presentation and small differences at the sixth presentation, indicating that Spanish children develop representations of words after just a few repetitions. 相似文献
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Martínez-García Cristina Afonso Olivia Cuetos Fernando Suárez-Coalla Paz 《Reading and writing》2021,34(3):565-593
Reading and Writing - Spelling and handwriting are different processes; however, they are learned simultaneously, and numerous studies have shown that they interact. Besides the commonly reported... 相似文献
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Expressive reading is considered one of the subprocesses involved in reading fluency, and good readers show greater changes in tone and fewer unnecessary pauses than bad ones. Given the high frequency of reading difficulties in specific language impairment (SLI), there may be certain differences in the use of prosody among children with SLI. The purpose of this study was to research whether prosody in the reading of children with Spanish SLI differs from that in the reading of typical readers. To do so, 44 children (SLI and control) read aloud a text which contained declarative, interrogative and exclamatory sentences. Different prosodic parameters referring to length, tone and intensity were measured. The results showed that the children with SLI read slower, commit more errors and make more inappropriate pauses. Furthermore, fewer pitch variations were found in the interrogative sentence and in the final features of the sentence. These results confirm the relationship between decoding and prosody; therefore, interventions with these children should bear in mind the practice of expressive reading while learning reading fluency. 相似文献
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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
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Andrea Paula Goldin María Soledad Segretin María Julia Hermida Luciano Paz Sebastián Javier Lipina Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146
Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research. 相似文献