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During the last five years the counselling centre in Hamburg has dealt with the identification, counselling and offering of special provision to gifted children aged from 5 to 17. More than 300 children and their parents have been individually interviewed, particular attention being paid to the childrens’ motivational, social, and emotional difficulties in school. Various counselling strategies have been adopted, while a number of concerns and expectancies of parents, according to the children's different IQ levels, have become apparent. Early identification and special provision for the gifted are of particular importance. 相似文献
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Belén López Assef Félix Desmeules-Trudel Amélie Bernard Tania S. Zamuner 《Child development》2021,92(6):2447-2464
Research has found mixed evidence for the production effect in childhood. Some studies have found a positive effect of production on word recognition and recall, while others have found the reverse. This paper takes a developmental approach to investigate the production effect. Children aged 2–6 years (n = 150) from a predominantly white population in Ottawa, Canada were trained on familiar words which were either seen, heard or produced, followed by a recall task. Results showed a developmental shift: younger participants showed a reverse production effect, recalling more words that were heard during training, while older children showed the typical production effect, recalling more produced words. The effect of production on recall is not unidirectional and varies by age. 相似文献
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Tania Ferfolja 《Discourse: Studies in the Cultural Politics of Education》2008,29(1):107-119
This paper examines the way lesbian identities are silenced in schools particularly through anti-lesbian harassment. Based on research with 30 self-identified lesbian teachers working across high schools in New South Wales, Australia, the discussion illustrates how various responses to anti-lesbian harassment silence the recognition of such harassment, contributing to the invisibility of lesbian identities in schools generally. The argument highlights the shifting nature of both the subject and power. It illustrates how discursively (re)positioning harassers re-establishes and reinforces the harassed teacher's personal and professional power; however, this simultaneously serves to rationalise the harassment. This silences the awareness of the prevalence of anti-lesbian abuse by individualising the behaviour and pathologising the harasser, while ignoring broader socio-political discourses that maintain the frequently subordinated location of lesbian subjectivities. 相似文献
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Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status. 相似文献
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Tania Mertzman 《Journal of Research in Reading》2008,31(2):183-202
This paper describes a small‐scale study that examined the ways four elementary teachers in the United States scaffolded the literacy of students differently through interruptions. One thousand four hundred and ninety‐eight interruptions were identified and coded in the study. Findings show that teachers' interruption patterns frequently conflicted with or undermined their planned and voiced approaches to literacy instruction. The interruption patterns in this study indicated that some teachers' interactions with the ethnic minority students and students from low socioeconomic backgrounds, while somewhat individualised, had unrecognised patterns which focused these children on phonics and accuracy as opposed to comprehension and meaning. These patterns supported a more passive approach to literacy that replicates and reproduces class and race structures of society. 相似文献
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Daniela Acquadro Maran Giorgio Soro Alessandra Biancetti Tania Zanotta 《Higher Education Quarterly》2009,63(1):46-63
Unlike other countries, Italy has no 'service learning', the method enabling students to join accredited voluntary organisations in order to gain experience in serving others. An investigation was conducted in 2006 and 2007 to understand the opportunity that service learning provides to young adults, community and volunteer associations. The objectives were, first, to determine whether there is a need to forge links between the university and the world of volunteer work and, second, to describe the specific areas of action in the local context. A total of 603 video-recorded interviews were conducted. The findings show that there is a need to create a network for helping institutions, neighbourhoods and young adults to assess the demand and provide an organised response for educational and community needs. As a result, starting from this year, Turin University will be operating the first service learning in Italy. 相似文献
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A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo (Kisumu, Kenya), and European descent (Porto Alegre, Brazil), evenly divided by social class. Examining children's naturally occurring engagement in school-relevant activities, both in and out of child care, revealed the importance of ecological context. The variation in activities was not explainable simply by cultural group (including race within the United States) or social class, but by the intersection of culture and class. The developmental implications of these findings are discussed. 相似文献