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Connie Castiglia Gault 《Early Childhood Education Journal》1989,16(3):6-9
The Child Development Associate (CDA) National Credentialing Program is a major national effort initiated in 1971 to improve the quality of child care by improving, evaluating, and recognizing the competence of child-care providers and home visitors. The Child Development Associate or CDA is a person who is able to meet the specific needs of children and who, with parents and other adults, works to nurture children's physical, social, emotional, and intellectual growth in a child-development framework. The CDA Credential is awarded to child-care providers and home visitors who have demonstrated their skill in working with young children and their families by successfully completing the CDA assessment process.Connie Castiglia Gault is a CDA Trainer/Advisor at Elmira College in Elmira, New York. 相似文献
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Connie Kube Sarah J. Dempsey Charles Pohlman 《Community College Journal of Research & Practice》2013,37(11):930-932
Educational, industry, and state leaders worked together to design a program to meet the training needs of Nebraska's fast-growing ethanol industry. The statewide initiative, guided by Northeast Community College and funded through the President's Community-Based Job Training Grants program, is developing dual-credit, short-term training that leads to a certificate, and degree programs in renewable fuels technology. 相似文献
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John Joseph Peregoy Connie T. Schliebner 《International journal for the advancement of counseling》1990,13(3):193-204
The authors provide an overview of the psychosocial impact of unemployment. Case studies, based on interviews with the long-term unemployed during 1988 and 1989 are presented to highlight the Personal Employment Identity Model. The PEIM is a service delivery paradigm designed to assist counselors when working with the unemployed. It utilizes an individuals's ego identity in relation to their self identification with their previous work role to recommend interventions. Interventions will vary according to the inherent and expressed needs of the individual on the continuum of the Personal Employment Identity Model. 相似文献
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Simpson W.L. Wong Him Cheung Mo Zheng Xiujie Yang Catherine McBride Connie Suk-Han Ho Judy Sze-Man Leung Bonnie Wing-Yin Chow Mary Miu Yee Waye 《Child development》2020,91(6):1886-1897
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons. 相似文献
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Lap‐yan Lo Pui‐sze Yeung Connie Suk‐Han Ho David Wai‐ock Chan Kevin Chung 《Journal of Research in Reading》2016,39(4):367-388
The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2‐year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performance across the years. Stroke knowledge contributed both concurrently (Grade 1) and longitudinally (Grade 2) to children's spelling performance after controlling for rapid naming, phonological awareness, morphological awareness and radical knowledge. These findings support the significance of radical knowledge in Chinese reading and spelling and the specific role of stroke order knowledge in Chinese spelling. The findings have implications for the design of an effective curriculum for teaching children to spell Chinese characters. 相似文献