基于国家教育标准的地理教材

为进一步增强美国地理教育。我们要做的许多事情之一就是改进教材的质量。其中最主要的三个方面的任务是:(1)开发优良的教材,(2)利用教师联盟的在职培训网络和职前教育计划培训教师使用这种新教材,(3)通过提供强有力的课程指导,特别是将教材与师资培训和基于国家     

Deafness, language skills, and rehearsal: a model for the development of a memory strategy

We review a series of studies that evaluate the role of developing language skills as a prerequisite to spontaneous rehearsal use in deaf populations. We propose a theoretical model that summarizes the contribution of language skills by highlighting the interrelations among age, language proficiency, and automatized language skills. In an initial test of the model, an index of deaf children's language experience was found to be an almost complete mediator of strategy use. Increasing language proficiency, therefore, was implicated as a critical variable in predicting children's spontaneous rehearsal use, minimizing any direct contribution from age per se. In a more direct assessment of the link between general language proficiency and rehearsal use, pragmatic language skills (as measured by the Language Proficiency Profile: LPP-I) were found to be a nearly complete mediator of rehearsal use, with the remaining contributions of age and language experience being nonsignificant. Language proficiency, therefore, was identified as a strong and necessary prerequisite for rehearsal to be used spontaneously as a memory strategy. The additional hypothesis that the automatization of these general language skills, measured by a rapid automatized naming task (RAN), contributes to spontaneous rehearsal was also evaluated. Automatized language emerged as a partial mediator of the language proficiency → rehearsal use relation but additional language-processing variables were implicated. We discuss these findings as they relate to issues around the nature of language proficiency and the identification of those automatized language skills involved in rehearsal.     

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.     

Factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for baby-friendly designation

Substantial evidence documents the superiority of breastfeeding for mothers and breastmilk for babies. Although the American Academy of Pediatrics and the U.S. Healthy People 2010 initiative promote breastfeeding, current breastfeeding rates often fall short of recommendations. This study determined factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for Baby-Friendly designation. Results indicated that mothers who breastfed within the first hour of birth (61%) were significantly more likely to be exclusively breastfeeding 2 to 4 weeks after discharge. Incorporating care practices that include a number of the "Ten Steps to Successful Breastfeeding," as recommended by the Baby-Friendly Hospital Initiative, may increase the duration of exclusive breastfeeding after discharge.     

Theory of mind in dogs?: examining method and concept

In line with other research, Udell, Dorey, and Wynne’s (in press) finding that dogs and wolves pass on some trials of a putative theory-of-mind test and fail on others is as informative about the methods and concepts of the research as about the subjects. This commentary expands on these points. The intertrial differences in the target article demonstrate how critical the choice of cues is in experimental design; the intersubject-group differences demonstrate how life histories can interact with experimental design. Even the best-designed theory-of-mind tests have intractable logical problems. Finally, these and previous research results call for the introduction of an intermediate stage of ability, a rudimentary theory of mind, to describe subjects’ performance.     

Choice and goal-directed behavior in preschool children

Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training schedules are interpreted in terms of dual-process theories of action control.     

我的吻在哪里

小女孩儿名叫辛迪。她有一个和睦的家,日子过得很不错。但这个家从一开始就缺少了一样东西,只不过辛迪还没有意识到。辛迪9岁那年,有一天到朋友德比家去玩儿,留在那儿过夜。睡觉时,德比的妈妈给两个女孩儿盖上被子,并亲吻了她们,祝她们晚安。"我爱你。"德比的妈妈说。"我也爱你。"德比说。辛迪惊奇得睡不着觉。因为在这之前从没人吻     

育人先育心

“我1966年毕业于师范学院。但教书的时间不长,因为我被选举为共青团区委第一书记。我记得区党委的一位同志当时对我说:你是教师,共青团工作嘛,跟学校工作是同一回事,主要的是育人。“我已经当了五个月的书记。我区地处农村,学生团员几乎占百分之七十。困难不少。我有时参加会,有时跟青年男女交谈,发现他们对讨论和决定的事情压根儿无所     

博耶论通识教育

我们认为，普通教育亟待赋予新的必不可少的因素，需要使核心课程计划与学生的生活以及他们所继承中的世界的联系更加紧密协调。在学生们各自不同的兴趣之外，需要有某些共同的兴趣，有对知识更加综合化的观点和对生活更加深刻的理解。