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31.
Christine Montecillo Leider C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring 《Reading and writing》2013,26(9):1459-1485
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed. 相似文献
32.
Allison A. Enke Margaret E. Briley Suzanne R. Curtis Sue A. Greninger Deanna M. Staskel 《Early Childhood Education Journal》2007,35(1):75-81
Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of
center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature
indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare
staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of
food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire
was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other
practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual
management and food safety training for both directors and staff in order to provide a safe environment for young children. 相似文献
33.
Nigel Proctor 《Educational studies》1985,11(2):151-158
The links between curriculum design and educational psychology are, in principle, strong but are, in practice, becoming increasingly tenuous particularly with the apparent preference of the Department of Education and Science for a curriculum based upon certain ‘core’ subjects. A framework for a curriculum based upon the five communication skills of literacy, oracy, numeracy, graphicacy and physiognomacy is proposed. These are ‘basics’ yet represent the essentials of aesthetic education; their use ‘across the curriculum’ could lead to the establishment of ‘whole school’ curriculum policies. Some consideration is made of the relationship of educational psychology, and of Gardner's ‘multiple intelligences’, to the five forms of communication, with particular emphasis on graphicacy (spatial ability) and on physiognomacy (physical ability) which are skills commonly neglected in curriculum planning. 相似文献
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In this article we describe coaching as an intervention for college students with attention deficit/hyperactivity disorder (ADHD). Coaching college students with ADHD empowers individuals to organize and execute their responsibilities, both in academia and in everyday life. With the assistance of a coach, individuals with ADHD can create structure and execute change by identifying strategies that circumvent their deficits in executive functioning. We also present an example of a representative client to illustrate the methods used in coaching. Given the increased risks facing college students with ADHD, coaching is a useful complement to academic advising and intensive therapy. Our discussion includes obstacles to implementing and evaluating an ADHD coaching intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 647–656, 2005. 相似文献
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37.
Helen Proctor Heather Weaver 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):49-70
AbstractThis article examines cultural representations of the mid-twentieth century mother of schoolchildren in a mass-circulation Australian women’s magazine, arguing that schools and schooling have been under-acknowledged in the historiography of mothering, despite their importance in shaping modern childhood and family life. Framing the Australian Women’s Weekly as a medium of public instruction, we identify and analyse its advice about schooling, both direct and implied, across a variety of the magazine’s sections: in illustrations, news, feature articles, advertising, letters and advice columns. This advice was informed by the popular dissemination of medical, psychological and educational expertise, by managed exchanges amongst the magazine’s readers and by the availability of a variety of consumer products. Much of the guidance offered to mothers was aspirational, aimed at educating and thereby modernising the readership. The interconnectedness of advertising and editorial produced visual and textual images of an “educational home” in which children had their learning supported or enriched, just as their bodies were capably fed and clothed. By the 1950s there was an increasing emphasis on interpersonal relations and therapeutic psychology and the Weekly had embarked on a project of encouraging mothers to learn more about schooling, to do more to support their children’s learning and to take an interest in education as a social project. Despite her strong and growing connection to the school through her children, however, the school mother was almost always represented as working outside its physical boundaries during this period. 相似文献
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39.
T G Reeve R W Proctor 《Research quarterly for exercise and sport》1991,62(1):118-20; discussion 121-2
40.
Michael J. Kieffer Yaacov Petscher C. Patrick Proctor Rebecca D. Silverman 《Scientific Studies of Reading》2016,20(6):436-454
Language comprehension is crucial to reading. However, theoretical models and recent research raise questions about what constitutes this multifaceted domain. We present two related studies examining the dimensionality of language comprehension and relations to reading comprehension in the upper elementary grades. Studies 1 (Grade 6; N = 148) and 2 (Grade 3–5; N = 311) contrasted factor models of language comprehension using item level indicators of morphological awareness and vocabulary (Studies 1 and 2) and syntactic awareness (Study 2). In both studies, a bifactor model—including general language comprehension and specific factors for each language component—best fit the data, and general language comprehension was the strongest predictor of reading comprehension. In Study 2, the morphology-specific factor also uniquely predicted reading comprehension above and beyond general language comprehension. Results suggest the value of modeling the common proficiency underlying performance on tasks designed to tap theoretically distinct language comprehension skills. 相似文献