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91.
92.
Michael D. Davis Jill Englebright Fox 《Journal of Early Childhood Teacher Education》2013,34(3):259-263
Conflicting perspectives on the parent’s role in the infant/toddler classroom can play a significant role in early educational settings. A recent ethnographic study of an Early Head Start program in New York City focused on conflict of this nature and raised the following set of questions: What sort of power and privilege should parents be given in decisions about classroom practice? Who or what should have the final say in these decisions: parents, teachers, administrators, or early childhood research literature? Should teachers unhesitatingly instruct parents as to what constitutes “best practice” or should the parents’ position be given primary consideration? How much weight should culturally based beliefs about child-rearing and early education carry in these decisions? The theoretical framework for this study, following Lubeck (1994), challenges the notion that “disadvantaged” parents should be categorically dismissed as deficient in their thinking about what is educationally best for their children. The corollary notion that “disadvantaged” parents should be forced to defer to the assumptions of educators—most of whom are white and middle class—is similarly questioned. Greenman (1989) and Greenberg’s (1969/1991) assertions that conflicts that arise over teachers’, administrators’ and parents’ differing ideas about children, child-rearing, and early educational practice can be resolved in ways that are acceptable to all parties also inform this theoretical framework. An analysis of teacher interview data, coupled with classroom observational data, revealed four varying “theme perspectives.” 相似文献
93.
Jorge E. Gonzalez Aaron B. Taylor Matthew J. Davis Minjung Kim 《Early education and development》2013,24(2):123-137
Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed. 相似文献
94.
95.
Meghan L. Critchley Daniel J. Davis Michaela M. Keener Jacob S. Layer Margaret A. Wilson Qin Zhu 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(4):421-437
ABSTRACT The purpose was to quantify the effects of mid-flight whole-body and trunk rotation on knee mechanics in a double-leg landing. Eighteen male and 20 female participants completed a jump-landing-jump task in five conditions: no rotation, testing leg ipsilateral or contralateral (WBRC) to the whole-body rotation direction, and testing leg ipsilateral (TRI) or contralateral to the trunk rotation direction. The WBRC and TRI conditions demonstrated decreased knee flexion and increased knee abduction angles at initial contact (2.6 > Cohen’s dz > 0.3) and increased peak vertical ground reaction forces and knee adduction moments during the 100 ms after landing (1.7 > Cohen’s dz > 0.3). The TRI condition also showed the greatest knee internal rotation angles at initial contact and peak knee abduction and internal rotation angles and peak knee extension moments during the 100 ms after landing (2.0 > Cohen’s dz > 0.5). Whole-body rotation increased contralateral knee loading because of its primary role in decelerating medial-lateral velocities. Trunk rotation resulted in the greatest knee loading for the ipsilateral knee due to weight shifting and mechanical coupling between the trunk and lower extremities. These findings may help understand altered trunk motion in anterior cruciate ligament injuries. 相似文献
96.
Interviews with Japanese public school educators allow a distinctive view of how the continuing economic decline in Japan has affected educational motivation and decision-making among students and parents. The nature of socioeconomic stratification within Japanese educational opportunity is seen as a continuing situation exacerbated by the costs of education in a context of chronic economic uncertainty. 相似文献
97.
Prelinguistic babbling often seems remarkably speech-like, not because it has recognizable words but because it seems to have adult-like prosody. To quantify this impression, we compared disyllabic sequences from five infants and five adults in terms of the use of frequency, intensity, and duration to mark stress. Significantly larger values for the three acoustic variables were observed on stressed than on unstressed syllables independent of syllable position for both groups. Adults showed the correlates of utterance final syllables--lower f0, lower intensity, and longer duration; infants showed only decrease in intensity. Ratios for stressed to unstressed syllables and participation of the three variables in stress production in individual disyllables were highly similar in both groups. No bias toward the English lexical trochaic stress pattern was observed. We conclude that infants in English environments produce adult-like stress patterns before they produce lexical items, which specify stress. Acoustic and perceptual analyses are used to explore stress marking by prelinguistic infants in an English language environment. Results show that infants employ the three acoustic correlates of stress in individual syllables in a manner largely similar to that of adult speakers, although they do not show second-syllable declination effects or an English language trochaic stress bias. 相似文献
98.
June Purvis 《Gender and education》2008,20(1):81-87
In this article, a biographical overview is offered of the life of [Estelle] Sylvia Pankhurst (1882–1960), suffragette, political activist, artist and writer, in order to provide a context for her 1959 proposal for an Ethiopian women’s college, which is published for the first time in this journal. Sylvia, one of five children born in Manchester, England, grew up in a radical household where she not only attended political meetings but was exhorted to work for a more equal society. As a young woman, she trained as an artist but was soon drawn into the Women’s Social and Political Union (WSPU) founded by her mother in 1903 to campaign for the parliamentary vote for women. Sylvia, a socialist feminist, often found herself at odds with the radical feminist, women‐centred views of her mother and her elder sister, Christabel, the Chief Organiser of the WSPU and their mother’s acknowledged favourite. The tensions between Sylvia and her relatives intensified during the First World War which they supported and she opposed. During the 1920s she became more revolutionary in her politics and in the 1930s increasingly involved in campaigning against fascism, especially in Ethiopia. After Ethiopia was liberated, she went to live there permanently with her son, Richard, in 1956. A crusader all her life, as well as a prolific writer, the publication of her proposal for an Ethiopian women’s college reveals yet another aspect of her diverse interests. 相似文献
99.
Albert D. Ritzhaupt Raymond Pastore Jiahui Wang Robert O. Davis 《Educational technology research and development : ETR & D》2018,66(5):1069-1086
One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided. 相似文献
100.
Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words
Matthew K. Burns Lisa N. Aguilar Kristy Warmbold‐Brann June L. Preast Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed. 相似文献