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951.
952.
Fifteen dyslexic children between the ages of 8 and 16 were given the Rorschach ink blot test and their responses were compared
with those of 12 suitably matched controls. It was found that they made very considerable use of the shape of the cards, but
much less use of the other determinants (color, texture, etc.). Unlike the controls they seldom turned the cards around so
as to obtain some fresh “view,” and the overall number of responses per person was considerably less, with many of them giving
only one response per card. It is suggested that the educational and social pressures on a dyslexic child often make him reluctant
to commit himself in a context where “playing safe” is socially acceptable. 相似文献
953.
Travel is indeed transformative when inward journeying goes hand in hand with outward journeys. This article relates some of the author's travels that challenged her values and beliefs and enriched her life. Some of these travels included cross-cultural and intercultural experiences that lead her to transform her counselling practice and teaching. Travel through the journey of life is a pilgrimage, a sacred work. 相似文献
954.
Karen Callan Stoiber 《Early education and development》1992,3(3):244-259
This study investigated the accuracy of parents' judgments about their children's cognitive, social, and motor abilities as well as the relationship between accuracy of prediction, and child performance. Subjects were preschool-age children and their mothers. Mothers were significantly less accurate in predicting their child's success or failure on the social items than on the cognitive and motor items. In all domains, overestimations of ability were more common than underestimations, with the greatest incidence of overestimations occurring for social items. The correlation between accurate predictions by the mother and correct response by the child was .79, and the correlation between overestimation and child competence was -.80. These findings support the “match” hypothesis, which posits that mothers who have more knowledge of their children are better able to create optimally challenging environments. Reasons for mothers' poorer ability to predict and greater tendency to overestimate their children's social understanding are discussed. 相似文献
955.
Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide
disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on
to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there
are common threads among supervisory models in early childhood and that directors of child care programs can benefit from
in-service training that specifically addresses their supervisory functions.
“The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool
Program
“I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director,
Day Care Center 相似文献
956.
Ann Mogush Mason 《International journal of qualitative studies in education》2016,29(2):205-223
The need for multifaceted analyses of the relationships between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given rising attention to the racial “achievement gap.” In suburban, elite Pioneer City, a series of initiatives I will refer to as “the transformation” aimed to eliminate racial disparities in educational achievement through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and train all district staff in a particular brand of culturally relevant pedagogy. This paper draws from a larger yearlong study in which I used critical ethnographic methods to explore tensions between a goal of systemic change and reproductive forces at play in Pioneer City Schools. Focusing on one third-grade student, I offer insights into how the school district’s equity-minded policy changes find their way into one classroom, both reflecting and complicating preexisting ways of viewing the role of race in young children’s lives. 相似文献
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Ria Ann Dunkley 《The Journal of environmental education》2018,49(2):117-129
ABSTRACTThis emergent field of ecopedagogy gives little conceptual, methodological, and empirical consideration to the significance of spatial and temporal elements of environmental learning. This article focuses on both spatial and temporal components of three ecopedagogic instances, examining experiences from participant's perspective. Specific (eco)pedagogic dimensions of each learning experience are compared and contrasted, and synthesized into an emergent concept/practice of ecopedagogy at a range of spatial scales and across life courses. The article concludes that regardless of the specific spatial context, space-time aware learning experiences offer tactile, embodied encounters with different natural settings. Such sensuous and affective dimensions of experience of scapes emerge as crucial to encouraging nature-culture interrelativity for participants. Space-time-based and alert encounters thus materialize as central to the development of ecopedagogy. 相似文献