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91.
This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as "hearing impaired" are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed. 相似文献
92.
Recent research indicates that the taught curriculum in art and design secondary school education pays scant attention to meaning‐making in visual art. This article explores possibilities for teaching interpretation through a report on an action‐research project based on Tate Modern's Summer Institute for Teachers. In doing so it argues for the value and necessity of interpretation as a taught skill. 相似文献
93.
The purpose of this study was to measure, through naturalistic observation procedures, the use of time among handicapped students in four special education alternatives--regular class, resource room, special class, and special school. The sample included 230 elementary age students enrolled in 58 classes in 16 schools. ANOVA comparisons revealed that the least restrictive alternatives, particularly the resource room, made more in-class learning time available. Discussion includes recommendations for increasing learning time. 相似文献
94.
95.
Linked lives: stability and change in maternal circumstances and trajectories of antisocial behavior in children 总被引:1,自引:0,他引:1
Drawing on the notion of linked lives, this study examined the effects of stability and change in maternal circumstance on developmental trajectories of antisocial behavior in children 4 to 7 years of age. Using data from a national sample of young mothers and growth curve analysis, the study demonstrated that early maternal circumstances influences early antisocial behavior, whereas stability and change in these circumstances both exacerbate and ameliorate behavior problems. Of particular note, meaningful escape from poverty attenuates antisocial behavior whereas persistence in poverty or long-term movement into poverty intensifies such problems. These findings highlight the importance of structural context for parenting practices and the need to consider child development in light of dynamic and changing life-course fortunes of parents. 相似文献
96.
This review examines the measurement of academic motivation in college students. It distinguishes pencil-and-paper group-administered instruments according to their conceptions of academic motivation: academic motivation taken as a single general motivation, as single specific motivations, or as a complex of motivations. It evaluates these classes of instruments in terms of the interpretability and the utility of the information each type of instrument is likely to provide. 相似文献
97.
The impact of parental intervention on the quality of children's conflict behavior was examined using observational data from 40 English-speaking Canadian families with 2-and 4-year-old children. Children's behavior in the portions of fights that preceded their parents, interventions was compared to their behavior in fights in which there was no intervention. Also, children's behavior before parental intervention was contrasted with their behavior after intervention. It was found that parents intervened in the most intense fights between their children, fights in which the children displayed few de-escalating strategies. Parental intervention was associated with their children using fewer power strategies coupled with an increase in the use of more sophisticated negotiation moves. It was concluded that parental intervention in sibling conflict has beneficial effects in terms of the immediate quality of the children's fighting. Results were interpreted in light of contemporary models of socialization. 相似文献
98.
99.
The endings of sibling conflicts were investigated in 40 families at 2 time periods. Each family included 2 children, studied when they were 2 1/2 and 4 1/2 years of age, and 2 years later, at 4 1/2and 6 1/2 years. Four types of conflict endings were observed in sibling conflicts: Compromise, Reconciliation, Submission, and No Resolution. Results indicate that at both time periods conflicts typically ended with No Resolution, followed by Submission, Compromise, and finally, Reconciliation. Submissions decreased and No Resolutions increased over the two time periods; no changes were observed in either Compromise or Reconciliation. Parents' interventions led directly to a resolution of 16% of the children's disputes (Parent Ending). In those cases, there was a greater likelihood of conflicts ending in Compromise or Reconciliation than when parents did not intervene. Conflicts in which parents intervened but the children ultimately resolved the conflicts themselves (Child Ending with Intervention) occurred 42% of the time. Such conflicts ended more often with No Resolution and less often with children's Submissions to their siblings. The implications of these findings for the development of children's conflict resolution skills and the role of parent involvement are discussed. 相似文献
100.