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181.
182.
Visual presentations to parents are useful in building positive pathways to home and school communication. Parental concerns and demands are prevalent and persistent. Parents are expressing loud and clear their desire to be involved.Rose Merenda has taught four and five year olds for twenty years and recently received a grant to study parental communication. Joan Bloom, first grade encourages parental participation in her classroom. Ann J. DiOrio directs the Growing Child School in Narragansett, R.I. All are Assistant Professors at the Henry Barnard Laboratory School, Rhode Island College. 相似文献
183.
Benevolent intentions do not always yield benevolent consequences. Describing the effects of testing on minorities as often detrimental, the authors challenge the measurement community to take greater responsibility for the use of its wares. 相似文献
184.
185.
Joan M. Day 《Health information and libraries journal》1988,5(3):191-192
186.
Joan F. Goodman 《Early education and development》2000,11(1):37-54
Broadly speaking there are two polar views on moral education - traditionalism and progressivism. Traditionalists tend to believe that moral values are eternal and universal. They prioritize such “hard” virtues as discipline, courage, restraint, and obedience, and believe in directive behavioral instruction with meaningful consequences for rule-following and rule-breaking. Progressives, the dominant voice in early childhood education, believe that moral values are variable, dependent on social context. They prioritize such “soft” virtues as unselfishness, caring, generosity, and tolerance, and believe virtues are acquired in a “sociomoral environment” of nurturing adults who stress cooperative interchanges and minimal authority. While most programs, despite their “tilt”, acknowledge the need for a balance, they do not specify criteria for making the pedagogical decisions. Without such explicit criteria, a “strong” version of constructivism may demand more of children than they can deliver given their developmental limitations. Two criteria are suggested for determining when traditional methods may usefully supplement constructivist ones: First, one must decide if the matter at stake is a bottom-line non-negotiable value such that a child's dissension is unacceptable. Second, one must determine if the preschooler, given her cognitive egocentricity, moral realism, and “romancing of reality” can make a rational (decentered) choice. There follows a more detailed discussion of blended approaches (traditional and constructivist) within the overall goal of helping children build a moral identity. 相似文献
187.
Gender inequalities in classroom talk 总被引:5,自引:0,他引:5
188.
Elizabeth Joan Kelly 《Journal of Web Librarianship》2018,12(2):85-106
Analysis of how cultural heritage institutions' (CHI) digital assets are being cited on Wikipedia can be beneficial to understanding user needs and interests as well as priorities for collection development and digitization. This case study details an analysis of Wikipedia links to online resources from Louisiana cultural heritage institutions in order to determine what types of cultural heritage resources users are citing on Wikipedia, what is the content of the Wikipedia articles with Louisiana CHI citations, and how this can influence the work of CHI. The results of the study include findings that digital library items and archival finding aids are the most cited sources from cultural heritage institutions on Wikipedia and are particularly popular for Louisiana-specific Wikipedia articles on society and the social sciences and culture and the arts. Some possible strategies for determining digitization and collection development priorities based on these findings are also detailed. 相似文献
189.
Jeannette Jefferson Jansky Martin J. Hoffman Joan Layton Francee Sugar Mark Davies 《Annals of dyslexia》1989,39(1):227-246
The prereading and reading performance of a group of 370 predominantly Hispanic, bilingual public school children was followed
for six years. The aim of the study was to compare the factorial make-up and predictive validity of tests used in the current
research with findings from a previous study. The early study had followed the children from the end of their kindergarten
year until the end of second grade. For purposes of the present study a 13-test predictor battery was administered to the
children at the beginning of their first-grade year. This battery included a number of measures used in the early study, among
them a 5-test Screening Index developed in the course of that study. Records were obtained of the follow-up children’s 2nd,
3rd, 4th, 5th, and 6th grade reading test scores. Factor analysis of the pool of 13 predictor tests showed a two-cluster battery
structure. These clusters closely resembled two of the four factors defined in the early study. As used with the group of
bilingual children, the Screening Index misclassified many of the failing readers, as well as others who went ahead to read
at grade level. The Screening Index quite accurately identified, across grades, children who eventually read well. A number
of predictor tests administered at beginning of first grade continued to show significant correlations with reading at all
grade levels. The consistent contribution of the predictor tests with reading points to their continuing usefulness as a point
of departure for assessing children’s readiness to read.
The investigation was conducted by the staff of the de Hirsch-Robinson Reading Clinic, Department of Pediatric Psychiatry,
Columbia-Presbyterian Medical Center, and the New York State Psychiatric Institute.
The work has been supported by generous grants from a number of private donors, among them The Beinecke Foundation, The Morgan
Family Fund, The Lita Annenberg-Hazen Charitable Trust, Mr. Seymour Milstein of the Milstein Family Foundation, and Mrs. William
Carey. 相似文献
190.
Joan Holt 《Prospects》2001,31(3):307-318
Discovering Democracy is designed to give tomorrow’s Australian citizens the knowledge and skills they will need in order to know what values and institutions they can and must change and which should endure. They will know how their democratic system behaves. They will be confident in their ability to act within it as citizens. If it is successful, Australia will not need another public education campaign before Australians celebrate their next civic anniversary. 相似文献