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71.
Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development 下载免费PDF全文
Kyle Eichas Marilyn J. Montgomery Alan Meca William M. Kurtines 《Child development》2017,88(4):1115-1124
This article reports the results of a positive youth development (PYD) intervention for adolescents in alternative high schools (209 African American and Hispanic American adolescents, aged 14–18; 118 females and 91 males). The intervention was guided by a self‐transformative model of PYD (Eichas, Meca, Montgomery, & Kurtines, 2014). This model proposes that the actions youth take to define themselves function as active ingredients in positive development over the life course. Consistent with the self‐transformative model, results provided support for direct or mediated intervention effects on the self‐transformative processes of self‐construction and self‐discovery, life goal development, identity synthesis, and internalizing problems. The findings illustrate the utility of using a self‐transformative approach to PYD in work with marginalized youth populations. 相似文献
72.
Phonological working memory: A critical building block for reading development and vocabulary acquisition? 总被引:1,自引:0,他引:1
Susan E. Gathercole Alan D. Baddeley 《European Journal of Psychology of Education - EJPE》1993,8(3):259-272
In this article we review findings from a recent longitudinal study of the contribution of phonological working memory to vocabulary acquisition and reading development. A total of 80 children were tested initially at school entry at the age of four years, and were tested in three further waves at ages 5, 6, and 8 years. The results indicate that phonological memory skills constrain vocabulary growth during the first year or so in school but that subsequently, vocabulary knowledge is a pacemaker in the development relationship with memory. Phonological memory skill in prereading children was found to be significantly linked with scores on a reading test at age 8 which encourages the use of a phonological recoding strategy. The theoretical and practical implications of the findings, and important areas for future research, are discussed. 相似文献
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The COVID-19 pandemic,still raging worldwide,imposes staggering human and economic costs.These will only increase as many convalescent patients suffer consequen... 相似文献
75.
A text to speech interface for Universal Digital Library 总被引:1,自引:0,他引:1
PRAHALLAD Kishore BLACK Alan 《浙江大学学报(A卷英文版)》2005,6(11):1229-1234
INTRODUCTION The objective of Universal Digital Library (UDL) is to capture all books in digital format (Universal Digital Library, 2005; Digital Library of India, 2005). Most of the digital information present in the digital world is accessible to a few who can read or under- stand a particular language. Language technologies can provide solutions in the form of natural interfaces so that digital content can reach the masses and fa- cilitate the exchange of information across differe… 相似文献
76.
Alan Hansen Trudy Milburn 《Journal of International and Intercultural Communication》2015,8(3):224-236
As they conduct the practical work of collaborating during meetings, nonprofit stakeholders construct, negotiate, and manage identities. In this article we use membership categorization analysis to explore how meeting participants avow and ascribe cultural identities during collaborative meetings in two nonprofit organizations. Examination of identification practices, including employing labels for ethnic categories and implicating cultural identities through category-relevant predicates—which are part of the practical work of collaborating in nonprofit organizations—can serve as an aid to understanding how stakeholders negotiate interorganizational collaboration in social interaction. 相似文献
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Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network 总被引:2,自引:0,他引:2
Haudek KC Kaplan JJ Knight J Long T Merrill J Munn A Nehm R Smith M Urban-Lurain M 《CBE life sciences education》2011,10(2):149-155
Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community. 相似文献
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