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81.
Recent research indicates that the taught curriculum in art and design secondary school education pays scant attention to meaning‐making in visual art. This article explores possibilities for teaching interpretation through a report on an action‐research project based on Tate Modern's Summer Institute for Teachers. In doing so it argues for the value and necessity of interpretation as a taught skill. 相似文献
82.
The purpose of this study was to measure, through naturalistic observation procedures, the use of time among handicapped students in four special education alternatives--regular class, resource room, special class, and special school. The sample included 230 elementary age students enrolled in 58 classes in 16 schools. ANOVA comparisons revealed that the least restrictive alternatives, particularly the resource room, made more in-class learning time available. Discussion includes recommendations for increasing learning time. 相似文献
83.
84.
Linked lives: stability and change in maternal circumstances and trajectories of antisocial behavior in children 总被引:1,自引:0,他引:1
Drawing on the notion of linked lives, this study examined the effects of stability and change in maternal circumstance on developmental trajectories of antisocial behavior in children 4 to 7 years of age. Using data from a national sample of young mothers and growth curve analysis, the study demonstrated that early maternal circumstances influences early antisocial behavior, whereas stability and change in these circumstances both exacerbate and ameliorate behavior problems. Of particular note, meaningful escape from poverty attenuates antisocial behavior whereas persistence in poverty or long-term movement into poverty intensifies such problems. These findings highlight the importance of structural context for parenting practices and the need to consider child development in light of dynamic and changing life-course fortunes of parents. 相似文献
85.
This review examines the measurement of academic motivation in college students. It distinguishes pencil-and-paper group-administered instruments according to their conceptions of academic motivation: academic motivation taken as a single general motivation, as single specific motivations, or as a complex of motivations. It evaluates these classes of instruments in terms of the interpretability and the utility of the information each type of instrument is likely to provide. 相似文献
86.
The impact of parental intervention on the quality of children's conflict behavior was examined using observational data from 40 English-speaking Canadian families with 2-and 4-year-old children. Children's behavior in the portions of fights that preceded their parents, interventions was compared to their behavior in fights in which there was no intervention. Also, children's behavior before parental intervention was contrasted with their behavior after intervention. It was found that parents intervened in the most intense fights between their children, fights in which the children displayed few de-escalating strategies. Parental intervention was associated with their children using fewer power strategies coupled with an increase in the use of more sophisticated negotiation moves. It was concluded that parental intervention in sibling conflict has beneficial effects in terms of the immediate quality of the children's fighting. Results were interpreted in light of contemporary models of socialization. 相似文献
87.
88.
The endings of sibling conflicts were investigated in 40 families at 2 time periods. Each family included 2 children, studied when they were 2 1/2 and 4 1/2 years of age, and 2 years later, at 4 1/2and 6 1/2 years. Four types of conflict endings were observed in sibling conflicts: Compromise, Reconciliation, Submission, and No Resolution. Results indicate that at both time periods conflicts typically ended with No Resolution, followed by Submission, Compromise, and finally, Reconciliation. Submissions decreased and No Resolutions increased over the two time periods; no changes were observed in either Compromise or Reconciliation. Parents' interventions led directly to a resolution of 16% of the children's disputes (Parent Ending). In those cases, there was a greater likelihood of conflicts ending in Compromise or Reconciliation than when parents did not intervene. Conflicts in which parents intervened but the children ultimately resolved the conflicts themselves (Child Ending with Intervention) occurred 42% of the time. Such conflicts ended more often with No Resolution and less often with children's Submissions to their siblings. The implications of these findings for the development of children's conflict resolution skills and the role of parent involvement are discussed. 相似文献
89.
90.
In Experiment 1, pigeons were trained to discriminate the duration (2 or 8 sec) of an empty interval separated by two 1325-Hz tone markers by responding to red and green comparison stimuli. During delay testing, a choose-short bias occurred at 1 sec, but a robust choose-long bias occurred at 9 sec. Responding in the absence of tone markers indicated that the pigeons were attending to the markers and not simply timing the total trial duration. The birds were then trained to match short (2-sec) or long (8-sec) empty intervals marked by light to blue/yellow comparisons. For both visual and auditory markers, delay testing produced a choose-short bias at 1 sec and a choose-long bias at 9 sec. In Experiment 2, the pigeons were shifted from a fixed to variable intertrial intervals (ITI) within sessions. On trials with tone markers, the duration of both the empty interval and the preceding ITI affected choice responding. On trials with light markers, only the duration of the empty interval influenced choice responding. Subsequent delay testing in the context of variable ITIs replicated the memory biases previously obtained. In Experiment 3, performance was assessed at various delay intervals on trials in which either the first or the second marker was omitted. The data from these omission tests indicated that the first marker initiated timing but that the second marker sometimes initiated the timing of a new interval. Explanations of these effects in terms of the internal clock model of timing are discussed, and a simple quantitative model of the delay interval data is tested. 相似文献