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111.
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
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This article considers a secondary science department that has, since 2000, developed distributed leadership as a form of human capacity building. Using a longitudinal ethnographic case study allowed us to consider how distributed leadership can be nurtured and developed in a department. Our analysis centres on two key issues: the nature and pattern of distributed leadership practices and the continuity that provides coherence to those practices. From our analysis, there appear to be two major conclusions. The first of these is the need for administrators to be purposeful in the appointments that they make to formal leadership positions. To enact distributed leadership practices requires leaders who can exercise both formal power and influence. The second conclusion relates to the time required for continuity of leadership practices to give rise to changes that lead to teachers managing the teaching and learning programme. 相似文献
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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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