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61.
The factor structure of the McCarthy Screening Test was investigated with a sample of 555 children. The sample consisted of 300 boys and 255 girls, whose mean age was 61.4 months; approximately 80% were white and 20% were black. The data from the present study and from the MST standardization samples were analyzed by a principal components analysis (with ones in the diagonal) followed by a varimax rotation. The results from the data analysis seem to indicate that the subtests all measure parts of the same attribute (cognitive and sensorimotor functions) in varying degrees. 相似文献
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Karin Lager Sonja Sheridan Jan Gustafsson 《Scandinavian Journal of Educational Research》2016,60(6):694-708
There is increasing activity in the area of quality issues in education in Europe. Diverse discourses of policy for quality are encountered in daily practice. This article explores systematic quality development work in a Swedish educational setting: the leisure-time centre. By following 2 teachers’ enactments of policy in planning, organising, documenting, and evaluating the quality of a leisure-time centre and children's achievement of objectives, different logics were found. Tensions in practice that visualise pluralistic intentions in policy and educational approaches were also revealed. Planning and organising as parts of systematic quality development work reveal an emerging individualistic perspective. However, when teachers carry out documentation and evaluation, they reconstruct a social pedagogical approach grounded in the tradition of the leisure-time centre with a group-oriented focus. 相似文献
64.
Findings from an analysis of the reading performances of three reading-disabled children provide a tentative answer to the controversial issue whether reading-disabled children have a language comprehension deficit or not. Of the three reading-disabled children studied, two were poor in language comprehension but had much better word-reading skill. The third disabled reader had superior listening comprehension but was poor in word-reading skill. The two good word-readers appear to use two different strategies, viz., grapheme—sound association and whole word-pronunciation asssociation to pronounce the written word. It is concluded that pronunciation and comprehension skills are two dissociable components of the reading process and that they follow separate courses of development. Case studies presented in this paper suggest that these two components can be affected independent of each other resulting in different types of reading disabilities. It is concluded that answer to the question whether poor readers are also deficient in language comprehension depends on the type of disabled readers investigated even though educational experience and severity of the reading problem can act as confounding factors.
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65.
This study describes the lived experience of Kevin, a young child with physical disabilities who is placed in an inclusive classroom, a classroom where children with and without disabilities are educated together, with extra support provided for the child with disabilities. Children with disabilities who are placed in inclusive early childhood settings tend to be rejected or neglected more than their typically developing peers and are involved more with the adults in the classroom than with their peers. Kevin’s experiences are framed in the context of the current emphasis on inclusive practices. The study documents that adult assistance and curriculum activities both play an important role in either facilitating or constraining social interaction with peers. When the assigned assistant functions as the child’s playmate and mostly chooses table activities, both of these seem to limit opportunities for social interaction with peers. This study also documents that, without the assistant present, the child makes independent choices such as where and with whom to play. The dramatic play area serves as a conduit for meaningful verbal and nonverbal communication with peers. At the same time, Kevin’s strong desire to play in this area seems to be the impetus for physical development—he walks alone for the very first time. Suggestions are given for teacher facilitation of dramatic play. 相似文献
66.
The effects of the size of the central arena on the use of response strategies by rats on an eight-arm elevated maze were examined. The size of the central arena had no effect on accuracy, but the use of adjacent arms increased significantly with a larger central arena, regardless of the size of arena to which rats were first exposed. These results are interpreted in terms of foraging efficiency.
相似文献67.
Student assessment and grading schemes in higher education institutions should be adapted and applied in such a way that they stimulate students to achieve to the utmost of their abilities. It is not sufficient to simply give a grade to a student for a task accomplished or even to give him an average grade for a series of tasks accomplished during a given time period, a semester, for instance. Rather it is necessary to create an action framework of a kind which links the performance dynamic of both students and teachers so as to ensure the accurate determination, evaluation, and analysis of the joint student‐teacher performance behaviour in such a way that the individual procedures subject to evaluation can be grouped into joint procedures which stimulate self‐determination self‐evaluation, and self‐analysis on the part of students, teachers, and eventually, the employers of graduates. The authors have designed two models which illustrate optimum evaluation procedures of the kind which they favour. 相似文献
68.
The paper considers citizenship formation at universities, drawing on the example of a student leadership project at the University of the Free State, a formerly White South African university, in a higher education context and society where racialised difference continues to influence peer relationships. The paper proposes a multi-dimensional conceptualisation of social citizenship, as described by T.H. Marshall, enriched by the capabilities approach, which adds specific citizenship dimensions of deliberation, acknowledgment of heterogeneity, and agency goals and activities as core elements of being able to be and to do as citizens. This is operationalised by investigating the student development intervention, based on biographical interview data from 50 of the 71 students who participated in the first iteration of the programme. The data is analysed for the three capability dimensions and for student criticisms of the programme, before an overall judgment is made of the programme’s contribution to democratic values and citizenship formation. 相似文献
69.
Sonja Sheridan 《International Journal of Early Years Education》2007,15(2):197-217
Four dimensions of pedagogical quality focusing on children's opportunities for learning and development in preschool are suggested. This article explores how they are constituted and how they can be used for evaluation to discern pedagogical quality as a whole and part of a whole and to understand how quality is experienced and valued from different perspectives. The four dimensions are: those of society, the child, the teacher and the learning context. This approach to evaluation has evolved from a meta‐analysis of the results of four empirical studies. The object of research in this article was children's possibilities for participation and influence in preschool. When the four dimensions of quality were used for evaluation, a broader and deeper picture of influence and participation as a pedagogical quality emerged. The results highlight the complexity of pedagogical quality and how it is constituted in the interaction between various dimensions and aspects of human and material resources. It shows that, in order to grasp the complexity of pedagogical quality, it is necessary to study the same aspect, phenomenon and situation from more than one perspective at one and the same time. 相似文献
70.