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51.
Rose C. Merenda 《Early Childhood Education Journal》1987,15(2):18-21
Kids love to go places and to things. Although Hawaii is thousands of miles away, the islands extend a warm welcome. Look
beyond the basics and plan to take your young travelers on a super, educational experience.
She is also a consultant working with pre-service and in-service teachers. 相似文献
52.
53.
Jacqueline Schwab Howard E. Kulin Elizabeth J. Susman Jordan W. Finkelstein Vernon M. Chinchilli Susan J. Kunselman Lynn S. Liben M. Rose DÂ⊃Arcangelo & Laurence M. Demers 《Child development》2001,72(5):1439-1450
The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences. 相似文献
54.
Katherine K. Rose Denaye Barahona Joel Muro 《International Journal of Inclusive Education》2017,21(4):376-388
This study examined the peer nominations of 213 children in Kindergarten (90), 3rd grade (58), and 5th grade (65) to examine their perceptions of peers who received pull-out services for unique needs. Using Coie, Dodge, and Coppotelli’s[1982. “Dimensions and Types of Social Status: A Cross-age Perspective.” Developmental Psychology 18 (4): 557–570] protocol for assessing sociometric status in children, the results revealed that peer perceptions of most liked (ML) and least liked (LL) in the classroom were associated with pull-out status, with those students who did not receive pull-out services receiving more nominations as ML than their peers who did leave the classroom for pull-out services. Social impact scores for children who received pull-out services were not significantly different from those of children who did not receive pull-out services, but significant differences were revealed for social preference scores. Implications and avenues for future research are discussed. 相似文献
55.
Differential rates of visual information processing in full-term and preterm infants 总被引:4,自引:0,他引:4
S A Rose 《Child development》1983,54(5):1189-1198
This study investigated the effect of increasing familiarization time on the visual recognition memory of 6- and 12-month-old full-term and preterm infants. Infants were given trials in which they viewed a shape for either 10-, 15-, 20-, or 30-sec familiarization and were then tested for visual recognition memory using the paired comparison technique. While the older infants showed evidence of recognition memory after less familiarization time than the younger ones, at both ages preterms required considerably longer familiarization than full-terms. The pattern of performance replicates our earlier finding of developmental lags in the visual information processing of 6-month-old preterms and extends these findings to 12-month-olds. These results suggest that there are persistent differences between preterm and full-term infants throughout at least the first year of life in this very fundamental aspect of cognition. 相似文献
56.
M. Kathleen Heid Glendon W. Blume Rose Mary Zbiek Barbara S. Edwards 《Educational Studies in Mathematics》1998,37(3):223-249
Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are
one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics
teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use
technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned
to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions
that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived
importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics
and needs; and teachers' perceptions of interviewing and the role of questioning in interviews.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
57.
Richard Rose Will Fletcher & Gaynor Goodwin 《British Journal of Special Education》1999,26(4):206-212
Richard Rose, Senior Lecturer at University College, Northampton, and Will Fletcher and Gaynor Goodwin, Watling View School, St Albans, argue that although many schools have attempted to enable pupils with special educational needs to play an active part in their own planning procedures and assessment, few have identified and analysed the skills required by both pupils and teachers. Theydescribe a one-year small-scale action-research project, in a school for children with severe learning difficulties, which resulted in the development of procedures for the assessment of 'pupil readiness' for full involvement in the target-setting process. 相似文献
58.
59.
Education reform towards a whole school approach to catering for diversity within Hong Kong government schools has seen the initiation of several strategies to support mainstream schools in this transition. One of these approaches is the use of a resource school model. Special and mainstream schools in Hong Kong are being invited to establish themselves as resource support hubs for partner mainstream schools. This paper investigates how this model is being implemented by considering one of each type of resource school. Three broad themes have emerged that relate to the type of support being offered and sought: the school ethos and culture of the partner schools; and management issues. The effectiveness of a resource model is evaluated for its use in Hong Kong. 相似文献
60.
Erika Felix Eric M. Vernberg Rose L. Pfefferbaum Dodie C. Gill John Schorr Angela Boudreaux Robin H. Gurwitch Sandro Galea Betty Pfefferbaum 《Psychology in the schools》2010,47(6):592-605
Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.‐area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. © 2010 Wiley Periodicals, Inc. 相似文献