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Two language acquisition processes (comprehension preceding production of word order, the noun bias) were examined in 2- and 3-year-old children (n=10) with autistic spectrum disorder and in typically developing 21-month-olds (n=13). Intermodal preferential looking was used to assess comprehension of subject-verb-object word order and the tendency to map novel words onto objects rather than actions. Spontaneous speech samples were also collected. Results demonstrated significant comprehension of word order in both groups well before production. Moreover, children in both groups consistently showed the noun bias. Comprehension preceding production and the noun bias appear to be robust processes of language acquisition, observable in both typical and language-impaired populations. 相似文献
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Dr. Letitia Hochstrasser Fickel 《The Educational forum》2013,77(1):47-54
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How children use input to acquire a lexicon 总被引:2,自引:0,他引:2
The contributions of social processes and computational processes to early lexical development were evaluated. A re-analysis and review of previous research cast doubt on the sufficiency of social approaches to word learning. An empirical investigation of the relation of social-pragmatic and data-providing features of input to the productive vocabulary of sixty-three 2-year-old children revealed benefits of data provided in mother-child conversation, but no effects of social aspects of those conversations. The findings further revealed that the properties of data that benefit lexical development in 2-year-olds are quantity, lexical richness, and syntactic complexity. The nature of the computational mechanisms implied by these findings is discussed. An integrated account of the roles of social and computational processes to lexical development is proposed. 相似文献
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The purpose of this article was to examine a cross-cultural field experience initiative that placed preservice teacher candidates in Alaska Native Village schools. The qualitative study explored 53 candidates' experiences and perceptions of schooling to construct a portrait of the sociocultural context of education in Alaska Native Villages and consider implications for designing a culturally responsive teacher education program. Findings revealed two major themes: (1) schools were spaces for teaching Alaska Native cultural traditions and languages and (2) schools were sites of separation where many White teachers were separated from the communities, applied a deficit orientation to student learning, and implemented curriculum disconnected from the local culture. Based on these findings, three key components for designing a culturally responsive teacher education curriculum were identified: (1) culturally responsive conceptual framework, (2) critical sociocultural consciousness, and (3) engagement with culturally relevant epistemology and knowledge. 相似文献
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ABSTRACTIn New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space. School leaders’ perspectives were sought on what is happening in the teaching of reading, writing and mathematics. Interviews of the principal and deputy principal at a case study were conducted, and an online survey was used to target views of school leaders across New Zealand: completed by 115 principals and 56 deputy principals. The research found positive responses to the implementation of flexible learning spaces and the impact on the teaching of these three core curriculum areas. The findings suggest that given appropriate experience of such spaces, New Zealand principals (school leaders) seem to have the attitudes and understanding to support adoption of Innovative Learning Environments and recognise their potential benefits. However, the quality of teaching was key no matter which learning space was considered. Although Innovative Learning Environments, along with the cooperation between teachers that such spaces require, were seen as beneficial to learning, successful implementation will also require those leading the changes to place the learner as the focus of change, particularly for the substantive percentage of students who are underachieving in reading, writing and mathematics. 相似文献
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Urban Middle School Students’ Stereotypes at the Intersection of Sexual Orientation,Ethnicity, and Gender 下载免费PDF全文
Heterosexual urban middle school students’ (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (Mage = 12.36 years) rated Facebook‐like profiles of peers who varied by gender, ethnicity, and sexual orientation. Several hypotheses about how the gender, ethnicity, and sexual orientation of target peers intersect to shape stereotypes were tested. As predicted, a peer's sexual orientation determined stereotypes of gender typicality, with gay and lesbian students viewed as most atypical. As expected, ethnicity shaped stereotypes of intelligence, with Asian American students seen as most intelligent. Gender, ethnicity, and sexual orientation independently and jointly affected stereotypes of aggression. These results demonstrate the value of an intersectional approach to the study of stereotypes. Implications for future research and practice are offered. 相似文献
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Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In this article we describe a preservice teacher education program co-constructed with our local Māori community that foregrounds Māori cultural knowledge. We focus particularly on two signature features of the program, a co-constructed framework for teacher growth and development and community-based learning experiences, highlighting the ways that these features engage preservice teachers in learning through Māori epistemological perspectives and pedagogies. We conclude by reflecting on the generative nature of engaging community expertise and knowledge to create contextually meaningful learning experiences for preservice teachers that support their development as culturally responsive teachers. 相似文献
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Andrea Reupert Jane Wilkinson Letitia Galloway 《The Australian Educational Researcher》2010,37(3):39-55
While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding
their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers
in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from
the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching
is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through
which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations
of seconded and contracted teachers conclude the paper. 相似文献
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