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21.
Graham D. Bodie Kaitlin E. Cannava Andrea J. Vickery Susanne M. Jones 《Communication Studies》2016,67(1):3-19
This study seeks initial evidence for the patterns of nonverbal adaptation predictive of emotional improvement after a troubles talk conversation. A total of 128 dyads composed of two unacquainted individuals engaged in a 5-minute conversation about a stressful event, and the nonverbal behaviors of both the supportive listener and discloser were coded for immediacy. We detected a general pattern of matching between interlocutors, which was positively associated with disclosers’ reported emotional improvement above and beyond listener immediacy. Importantly, we found primary support for a discloser-matching model whereby emotional improvement is a function of disclosers matching highly immediate listeners but no support for a listener-matching model whereby emotional improvement is a function of listeners matching disclosers to signal empathy. 相似文献
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Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers' teaching and children's learning in preschool practice, both in terms of educative processes and nature-oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed. The methodology is based on John Dewey's pragmatic philosophy. Here, epistemological move analysis (oriented towards teachers' guiding processes as moves) and substantive learning quality analysis (oriented towards multi-dimensional learning qualities) are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content. 相似文献
25.
Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education 下载免费PDF全文
Susanne Schwab Frank Hellmich Gamze Görel 《Journal of Research in Special Educational Needs》2017,17(3):205-217
This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university. 相似文献
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Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
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Susanne?R.?BorgwaldtEmail author Frauke?M.?Hellwig Annette?M.?B?De?Groot 《Reading and writing》2005,18(3):211-229
Alphabetic orthographies vary in the (in)consistency of the relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling, in contrast to opaque orthographies such as English, where spelling–sound correspondences are often inconsistent. The pronunciation of English vowel letters is in particular very ambiguous. In this paper, we provide a cross-linguistic investigation of orthographic transparency at the word-initial letter–phoneme level, resulting in ranked metrics for the seven languages investigated- Dutch, English, French, German, Hungarian, Italian, and Portuguese, expressed as entropy values. We focus on the contributions of vowels and consonants towards the overall orthographic transparency and provide evidence that deviations from consistent word-initial 1:1 mappings between letters and phonemes influence reaction times in naming tasks. Implications for theories of visual word recognition and speech production will be discussed. 相似文献
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Educational Studies in Mathematics - The investigation at scale of the tensions that teachers need to manage when deciding to follow recommendations for practice has been hampered by the problem of... 相似文献
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Susanne Olsson 《British Journal of Religious Education》2010,32(1):41-48
Studies of the image of Muslims or ‘the Other’ in general have been done to a certain extent by Western scholars showing that stereotyped images have been prevalent. In the case of Islamic studies, the long tradition of Orientalist scholarship is a clear example of this, but, as researchers have shown, generalisations and stereotypes are still apparent in school textbooks. This article discusses some general and problematic areas that pertain to textbooks. The focus is on what critical issues we need to take into consideration when discussing or performing textbook production and how we can think about these. 相似文献
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Abstract This article describes the questionnaire by which the Austrian Ministry of Education investigated the state of media education in primary schools, and briefly summarizes the results. It then describes the teaching materials that have been and are being produced. 相似文献