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961.
Anne McKenna 《Infancia y Aprendizaje》2013,36(9):84-93
RESUMENEl lenguaje, por sus raíces biológicas, forma parte de la herencia específica de nuestra especie y es común a todos los humanos; por sus raíces culturales divide en nación o en comunidad geográfica. El niño pequeño tiene un sistema de interacción con el mundo—con las personas, los objetos, los acontecimientos y las relaciones—antes de saber hablar, y el lenguaje se expresará primero a través de estas interacciones no verbales; si el niño está «envuelto» por el lenguaje, lo adquirirá sin esfuerzo, pero la forma de adquirirlo—que el lenguaje sea un instrumento de expresión precisa y de imaginación o, simplemente, un medio que le permita intercambios a nivel biológico y social—dependerá del entorno lingüístico en un momento dado. Es precisamente ahí donde los programas de educación preescolar deben intervenir. Se citan dos estudios para demostrar que el mejor método es considerar al niño como factor activo del lenguaje y se presentan las dos partes del diálogo niño-adulto para explicar cómo el niño mismo puede controlar y programar el diálogo. 相似文献
962.
The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety, competence beliefs and achievement goals. Results indicated that pupils with low competence beliefs in Mathematics reported more worrisome thoughts when they held a mastery-avoidance goal and female pupils with low verbal competence beliefs reported more off-task behaviours when they held a performance-approach goal. Male pupils with low verbal competence beliefs reported fewer off-task behaviours when they held a performance-approach goal. These findings may reflect how Mathematics may be uniquely related to a fear of failure among school subjects and how the gendered nature of verbal self-concept becomes important when peer comparison is a salient goal for pupils. 相似文献
963.
The cost of college tuition and textbooks continues to rise and can function as a barrier to education for many students. This study evaluated Minnesota State Colleges and Universities students’ attitudes towards different types of learning material (e.g. commercially printed textbooks, eBooks and open educational resources (OERs)) and class type preferences (e.g. on-campus, hybrid and online). In addition, students indicated that they had ever chosen not to purchase a required textbook as well as how much they pay on average for a single textbook and approximately how much they paid for textbooks in the most recent semester. Cost was noted as a common deterrent; however, a more frequent reason provided by students for not buying a textbook was being able to adequately complete assignments without the textbook. This indicates that instructional method might be more of an issue than cost. OERs would lower these costs, but few students have been exposed to this kind of learning material and the overall impact on teaching quality is still largely unknown. The differences between two-year institutions and four-year institutions are examined and ideas to remedy the problem are noted. 相似文献
964.
965.
Anne M. Phelan 《Interchange》1996,27(3-4):331-348
966.
967.
Australian Play School is a children’s television programme developed in collaboration with early childhood educators. It is screened free to air across Australia. Two hundred and twenty-four adult carers of young children aged 1–8?years completed an online survey via a link on the Play School website. The survey addressed child behaviours during and after viewing, and adult perceptions about which programme segments were most engaging to the child. Play School elicited a large number and variety of behavioural responses from children during and after viewing. The types of responses elicited suggest that viewing the programme may be beneficial for children’s development and learning. Results were tempered by the age of the child and this, as well as the impact of carer attitudes and carer input during and after viewing, needs to be explored further before results are translated into recommendations for programming and optimal viewing strategies. 相似文献
968.
BACKGROUND: Over the past 30 years, the political response to child maltreatment and its prevention in the US has experienced periods of frantic activity, often followed by long periods of benign neglect. In reflecting on this history, Dick Krugman has referred to this uneven level of attention as a series of "waves" in which apparent progress is often minimized by an inability to sustain political commitment to a given reform or course of action. To an extent, this pattern reflects deep differences among child welfare advocates, researchers, and practitioners on how best to proceed. While most everyone agrees that "it shouldn't hurt to be a child," how to prevent this hurt and at what cost is less clear. METHOD: To address this dilemma, prevention advocates, researchers, and practitioners have struggled with a variety of conceptual frameworks and programmatic reforms. This article summarizes the relative gains and limitation of three such efforts and outlines the lessons these efforts offer those formulating future prevention policies and programs. RESULTS: Specifically, the authors suggest that future prevention efforts will need to take care in avoiding some of the most common mistakes experienced by earlier efforts. CONCLUSIONS: These mistakes or pitfalls include oversimplifying the problem of child abuse; overstating preventions' potential and appropriate target populations; failing to establish a significant partnership with child protective services; compromising depth or quality in an effort to maximize breadth or coverage; and failing to fully engage the public. 相似文献
969.
Stimulating a more Circular Economy through Public Procurement: Roles and dynamics of intermediation
Dr. Anne Rainville 《Research Policy》2021,50(4):104193
Public procurement can accelerate transitions to a more circular economy by creating new demand for resource efficiency. Interactions during pre-procurement consultations influence the impact of such purchasing by helping define tender specifications. Intermediation throughout these processes can facilitate interactions between participants, assisting in sourcing, generating, and translating knowledge. However, roles for intermediaries and dynamics of intermediation are not fully understood. This paper intends to address how intermediation can promote a more circular economy. It examines a pilot project led by the Dutch Ministry of Defence to incorporate post-consumer recycled content in textiles through extensive consultation activities. Eighteen in-depth interviews were conducted with those directly involved in the pilot, and analyzed using constant comparative analysis. Six intermediaries were identified and found to play a critical role in the process by 1) coordinating government and industry through aligning project goals, 2) facilitating cooperation of industry players to stimulate new business relationships, and 3) collaborating with the buyer to push for higher post-consumer recycled material in the final tender. With respect to public demand articulation, greater insight is needed to discover how to best combine buyers’ motivations for cost savings, sellers’ motivations of increased returns, and the sustainability requirements often imposed by third parties. These dynamics may mark transitions toward circularity as further projects arise, offering a more permanent role for intermediation. 相似文献
970.
Anne Fischbach Tanja Könen Chantal S. Rietz Marcus Hasselhorn 《Reading and writing》2014,27(2):267-286
The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed. 相似文献