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91.
Jeanne Marie Iorio Catherine Hamm Will Parnell Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2017,38(2):121-135
Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the relationship between children and planet. In this article, we articulate the actions and positioning of teachers in three different research studies and various contexts (Victoria, AUS; Oregon, USA; California, USA) utilizing Latour’s (2004) ‘matters of concern’ as a framework to rethink engagement and relationality. Each project considers how place can be a provocation that makes visible the entanglement of children, families, teachers, and the more-than-human as a way to rethink pedagogy. The limitations, tensions, and possibilities that occur within and across these entanglements are explored, highlighting how the enacted practices could disrupt dominant early childhood discourses and practices. 相似文献
92.
This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15. 相似文献
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95.
Parental interactions with Latino infants: variation by country of origin and English proficiency 总被引:2,自引:0,他引:2
This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between Mexican-American infants, who had lower mother-infant interaction scores and less father physical play than did the other Latino infants, were associated with differences in acculturation (both parents' English proficiency). Indicators of acculturation and paternal reports of happiness with partner were associated with paternal engagement. Indicators of acculturation were also related to mother-infant interactions. Infant cognitive scores were associated with maternal interaction but not father engagement, and maternal but not paternal mental health. 相似文献
96.
Wanzek J Vaughn S Wexler J Swanson EA Edmonds M Kim AH 《Journal of learning disabilities》2006,39(6):528-543
Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes. 相似文献
97.
Katja Uhlig Bj?rn Boysen Andreas Lankenau Magnus Jaeger Erik Wischerhoff Jean-Fran?ois Lutz André Laschewsky Claus Duschl 《Biomicrofluidics》2012,6(2)
Thermoresponsive polymer surface coatings are a promising tool for cell culture applications. They allow for a mild way of cell detachment that preserves the activity of membrane proteins—a prerequisite for reliable cell analysis. To enlarge the application range of these coatings to cells with different adhesion properties, we synthesized various novel poly(ethylene glycol)-based thermoresponsive polymers and describe how (i) their chemical structure and (ii) their surface density affect their efficiency. In order to quantify the influence of both factors, the time for cell spreading and rounding efficiency were observed. As a result, efficiency of cell rounding, which is closely correlated to cell detachment, is less affected by both factors than the time needed for cell spreading. This time can effectively be adjusted by the molecular architecture which includes the length of the polymer backbone and the side chains. Based on this work, recommendations are given for future optimization of functionality of thermoresponsive polymer coatings for cell culture applications. 相似文献
98.
The relative effects of group size on reading progress of older students with reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献
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