The moral implications of teacher-child discourse in early childhood classrooms

The ways teachers engage children in discourse during teaching-learning activities have profound moral implications for children's learning and development. The goals of this article are (1) to explicate how teachers' control over classroom discourse patterns during teaching-learning activities influences the types of knowledge children create and acquire; (2) to examine the relationship between two types of teacher-child discourse commonly used in early childhood classrooms and the semiotic tools children appropriate through participation in each type of discourse; and (3) to outline the moral implications each has for children's learning and development. A framework for considering the moral implications of the ways teachers engage children in discourse during teaching-learning activities in early childhood classrooms is presented.     

Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade

The quality of children's relationships with teachers in early elementary grades has implications for their academic and behavioral outcomes in later grades (e.g., Hamre & Pianta, 2001). The current study uses data from the NICHD SECCYD to extend work from a recent study of first grade (Rudasill & Rimm-Kaufman, 2009) by examining connections between child shyness, effortful control, and gender and teacher-child relationship quality in third grade directly and indirectly through the frequency of teacher- and child-initiated interactions in third grade, and teacher-child relationship quality in first grade. Path analyses using structural equation models were used to test two different models, one for conflict and one for closeness. Findings reveal five main points: (a) Children's characteristics (i.e., shyness and effortful control) were related to the frequency of interactions they initiated with their third grade teachers; (b) The number of teacher-initiated interactions with a child in third grade was positively related to teacher perception of conflict, but not closeness, with that child; (c) Teachers’ perceptions of relationship quality and the number of teacher-initiated interactions in first grade predicted teachers’ perceptions of relationship quality and the number of teacher-initiated interactions in third grade; (d) Children's gender predicted the number of teacher-initiated interactions and teachers’ perceptions of relationship quality in third grade; (e) Teacher-child relationship quality in first grade, and the number of teacher and child-initiated interactions in third grade, mediated associations between children's characteristics and teacher-child relationship quality in third grade. Findings have implications for future research and training for preservice and practicing teachers.     

Rural classroom environments as contexts for teacher-child relationships

The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships.     

The effects of amount and type of teacher-child interaction on child-child interaction during free-play

Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement in free-play, (b) no teacher involvement in free-play, and (c) teacher structured free-play. Significantly more child-child interactions occurred during teacher structured free-play than in either of the other two conditions, with the no teacher involvement condition producing significantly more child-child interactions when compared to the active teacher involvement condition. Additionally, significantly more teacher-child interactions occurred during the active teacher involvement condition than in either of the other two conditions, with nonsignificant differences in teacher-child interaction between the no teacher involvement and the teacher structured conditions. The results are discussed in terms of their implications for ameliorating social interaction deficits among young behaviorally handicapped children.     

师幼互动策略的认识与探索

为促进幼儿的主动和谐发展，师幼互动要优化，笔者以为：宽松的环境是前提，开放的心态是基础，角色的转换是关键。     

医患会话中权势关系之话语分析

作为日常会话的一种,医患会话是医患之间互相沟通、交流病情的主要方式,也是进行医学诊断的不可缺少的重要活动.然而,医患对话在产生过程中存在着许多基本障碍,本文探讨医患会话中所体现的权势关系     

高职高专院校经贸韩语会话课程的相关教学

本文主要论述经贸韩语会话这门课程在高职高专院校中如何教学,用怎样的教学方法使高职高专院校的学生在有限的时间内掌握这门专业课程,帮助学生提高自身的韩国语应用能力和对社会的认识,以及对未来就业进行引导。     

Mother-child relationships,teacher-child relationships,and school outcomes in preschool and kindergarten

This research examines relations between measures of child-mother and child-teacher relationships and the extent to which these measures predict early school outcomes. Observations of shared affect and control problems in mother-child interaction in preschool were low-to-moderately correlated with concurrent pre-school teacher-reported aspects of child-teacher security, conflict, and dependency. Overall quality of child-mother interaction predicted teacher-reported social adjustment in kindergarten, and quality of both child-mother and child-teacher interaction predicted children's performance on a measure of concept development in preschool. Results suggest that qualities of child-mother interaction are more strongly related to preschool and kindergarten adjustment outcomes than are qualities of the child-teacher relationship. The results point to the strength of adult-child interactions in the context of the family when understanding the role of relationships with children and teachers in the school context.     

SIP请求概述

SIP是一种与HTTP类似的基于文本的协议。通过SIP可以减少各种应用特别是高级应用的开发时间。而且固定网运营商也已经逐渐地认识到SIP对于他们的深远意义。