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151.
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade 总被引:1,自引:0,他引:1
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Adina M. Seidenfeld Stacy R. Johnson Elizabeth Woodburn Cavadel Carroll E. Izard 《Early education and development》2014,25(7):933-948
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on ToM to help promote socioemotional learning, specifically EK. This consideration may be most fruitful when the targeted population is at risk. 相似文献
154.
Relative to print reading, braille-reading finger movements are held to be of more constant speed, with continuous and exhaustive contact with all words. However, the continuity of movements is intermittent in two distinct ways: (a) readers reverse direction and reread material already encountered and (b) the continual fluctuations of velocity between phases of acceleration and deceleration. We analyze recordings of experienced readers’ encounters with ambiguous sentences predicted to encourage more reversals, and we undertake comparative kinematic analyses of the finger movements during such reading. The data suggest that when reversals are initiated and where they are targeted reflect language-processing demands. However, their kinematic properties are not qualitatively different from those of forward reading. We conclude that how readers of braille move the reading finger—both forward and in reverse—is primarily influenced by the control properties of low-velocity movements and only secondarily by language properties. 相似文献
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Jill Adler Sarmin Hossain Mary Stevenson John Clarke Rosa Archer Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice. 相似文献
156.
Lisa Colarossi Ellen Johnson Silver Randa Dean Amanda Perez Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175
The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children. 相似文献
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The authors discuss the application of solution‐focused counseling in support groups designed to help graduate students cope with the demands of writing a doctoral dissertation. 相似文献
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Barry Carpenter 《British Journal of Special Education》1997,24(1):18-20
Barry Carpenter, Director of the Centre for the Study of Special Education, Westminster College, Oxford, highlights the need for a school's curriculum to reflect the requirements of The Code of Practice. 相似文献
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