Childhood Education Research Research Articles

Computers in Schools Today: Some Basic Considerations

Previous articleNext article No AccessLiteracy: Definition and ImplicationsComputers in Schools Today: Some Basic ConsiderationsHenry Jay BeckerHenry Jay Becker Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Education Volume 93, Number 1Nov., 1984The Development of Literacy in the American Schools Sponsored by the Penn State College of Education Article DOIhttps://doi.org/10.1086/443784 Views: 11Total views on this site Citations: 28Citations are reported from Crossref Copyright 1984 The University of ChicagoPDF download Crossref reports the following articles citing this article:D. Kevin O’Neill Getting Beyond Functional Rationality in the Kid Coding Movement: An Agenda for the Learning Sciences, (Dec 2019): 119–130.https://doi.org/10.1007/978-3-030-29489-2_7Ashwini Esther Joshua-Gojer, Jeff M. Allen, Mariya Gavrilova-Aguilar Technology Integration in Work Settings, (Jan 2018): 729–748.https://doi.org/10.4018/978-1-5225-5201-7.ch033Ashwini Esther Joshua-Gojer, Jeff M. Allen, Mariya Gavrilova-Aguilar Technology Integration in Work Settings, (Jan 2015): 1–19.https://doi.org/10.4018/978-1-4666-6473-9.ch001Kevin R. Parker, Bill Davey Computers in Schools in the USA: A Social History, (Jan 2014): 203–211.https://doi.org/10.1007/978-3-642-55119-2_14Chris Bigum Schools and Computers: Tales of a Digital Romance, (Dec 2011): 15–28.https://doi.org/10.1007/978-94-007-2642-0_2Kenneth J. Moore A History of the Michigan School Band and Orchestra Association: 1959-2009, SSRN Electronic Journal (Jan 2011).https://doi.org/10.2139/ssrn.2070385Y. J. Katz Attitudes affecting college students' preferences for distance learning, Journal of Computer Assisted Learning 18, no.11 (Feb 2002): 2–9.https://doi.org/10.1046/j.0266-4909.2001.00202.xKhalili Ahmad, Shashaani Lily The Effectiveness of Computer Applications, Journal of Research on Computing in Education 27, no.11 (Feb 2014): 48–61.https://doi.org/10.1080/08886504.1994.10782115Nira Hativa, Alan Lesgold The computer as a tutor ? can it adapt to the individual learner?, Instructional Science 20, no.11 (Jan 1991): 49–78.https://doi.org/10.1007/BF00119686Nira Hativa, Dvora Shorer Socioeconomic Status, Aptitude, and Gender Differences in CAI Gains of Arithmetic, The Journal of Educational Research 83, no.11 (Jan 2015): 11–21.https://doi.org/10.1080/00220671.1989.10885924Robert Calfee Literidad del ordenador y literidad del libro: Paralelismos y contrastes, Comunicación, Lenguaje y Educación 1, no.22 (Apr 2014): 59–68.https://doi.org/10.1080/02147033.1989.10820884Kathy A. Krendl, Debra A. Lieberman Computers and Learning: A Review of Recent Research, Journal of Educational Computing Research 4, no.44 (Nov 1988): 367–389.https://doi.org/10.2190/BP7R-8Y2Y-R57C-5JKLNira Hativa Computer-Based Drill and Practice in Arithmetic: Widening the Gap Between High- and Low-Achieving Students, American Educational Research Journal 25, no.33 (Jun 2016): 366–397.https://doi.org/10.3102/00028312025003366Nira Hativa Differential Characteristics and Methods of Operation Underlying CAI/CMI Drill and Practice Systems, Journal of Research on Computing in Education 20, no.33 (Feb 2014): 258–270.https://doi.org/10.1080/08886504.1988.10781840ROLAND LAUTERBACH New Meanings of Literacy, (Jan 1988): 83–101.https://doi.org/10.1016/B978-0-08-036464-3.50011-9Herbert Rieth, Christine Bahr, Cynthia Okolo, Lewis Polsgrove, Robert Eckert An Analysis of The Impact of Microcomputers on The Secondary Special Education Classroom Ecology, Journal of Educational Computing Research 4, no.44 (Jan 1995): 425–441.https://doi.org/10.2190/C1RD-KYBJ-59RT-N68NBenjamin M. Makau, Brian Wray Microcomputers in education: A Kenyan experience, Prospects 17, no.44 (Dec 1987): 571–579.https://doi.org/10.1007/BF02193676Roger A. Dahlgran Management simulators: A tool for fostering experience‐based learning of agribusiness management concepts, Agribusiness 3, no.44 (Mar 2006): 403–412.https://doi.org/10.1002/1520-6297(198724)3:4<403::AID-AGR2720030406>3.0.CO;2-#W. Anthony Donohue, Karin Borgh, W. Patrick Dickson Computers in Early Childhood Education, Journal of Research in Childhood Education 2, no.11 (Jun 1987): 6–16.https://doi.org/10.1080/02568548709594918Roger A. Dahlgran Management simulators: A tool for fostering experience-based learning of agribusiness management concepts, Agribusiness 3, no.44 (Jan 1987): 403–412.https://doi.org/10.1002/1520-6297(198724)3:4<403::AID-AGR2720030406>3.0.CO;2-#John W. Wick Instructional Monitoring with Maximum Performance Tests, (Jan 1987): 203–238.https://doi.org/10.1007/978-94-009-4221-9_9John Niman Precollege Mathematics Software: Limitations and Potential, (Jan 1987): 55–60.https://doi.org/10.1016/B978-0-08-032693-1.50019-8Nancy N. Vacc Effects of an Advanced Word Processing Program on Students' Editing —a research report, Middle School Journal 17, no.44 (Sep 2015): 25–27.https://doi.org/10.1080/00940771.1986.11495769Roger A. Dahlgran Using simulation to teach agribusiness management and managerial decision-making skills, Computers and Electronics in Agriculture 1, no.22 (Apr 1986): 143–150.https://doi.org/10.1016/0168-1699(86)90002-5J. R. Enochs, H. M. Handley, J. P. Wollenberg Relating Learning Style, Reading Vocabulary, Reading Comprehension, and Aptitude for Learning to Achievement in the Self-Paced and Computer-Assisted Instructional Modes, The Journal of Experimental Education 54, no.33 (Apr 2014): 135–139.https://doi.org/10.1080/00220973.1986.10806411Nira Hativa A naturalistic method for assessing the learning of arithmetic from computer-aided practice, Studies in Educational Evaluation 12, no.22 (Jan 1986): 225–233.https://doi.org/10.1016/0191-491X(86)90012-XJames B. Stedman Federal assistance for computers in elementary and secondary schools, ACM SIGCUE Outlook 18, no.2-42-4 (Jan 1986): 177–185.https://doi.org/10.1145/1045089.1045106ROBERT CALFEE Computer Literacy and Book Literacy: Parallels and Contrasts, Educational Researcher 14, no.55 (Jul 2016): 4–8.https://doi.org/10.3102/0013189X014005008

Making School Learning Activities More Playlike: Flow and Mastery Learning

Previous articleNext article No AccessMaking School Learning Activities More Playlike: Flow and Mastery LearningJames H. BlockJames H. Block Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 85, Number 1Sep., 1984Special Issue: Motivation Article DOIhttps://doi.org/10.1086/461392 Views: 8Total views on this site Citations: 13Citations are reported from Crossref Copyright 1984 The University of ChicagoPDF download Crossref reports the following articles citing this article:Aila Khan, Glenn Pearce A study into the effects of a board game on flow in undergraduate business students, The International Journal of Management Education 13, no.33 (Nov 2015): 193–201.https://doi.org/10.1016/j.ijme.2015.05.002Nancy J. Kaufman Mastery Learning and Special Education, (Feb 2014).https://doi.org/10.1002/9781118660584.ese1491Debbe Thompson, Riddhi Bhatt, Melanie Lazarus, Karen Cullen, Janice Baranowski, Tom Baranowski A Serious Video Game to Increase Fruit and Vegetable Consumption Among Elementary Aged Youth (Squire’s Quest! II): Rationale, Design, and Methods, JMIR Research Protocols 1, no.22 (Nov 2012): e19.https://doi.org/10.2196/resprot.2348Gad Yair Not Just about Time: Instructional Practices and Productive Time in School, Educational Administration Quarterly 36, no.44 (Oct 2000): 485–512.https://doi.org/10.1177/00131610021969083Gad Yair Reforming Motivation: How the structure of instruction affects students learning experiences, British Educational Research Journal 26, no.22 (Apr 2000): 191–210.https://doi.org/10.1080/01411920050000944Deborah W. Tegano, Melissa M. Groves, Carol E. Catron EARLY CHILDHOOD TEACHERS’ PLAYFULNESS AND AMBIGUITY TOLERANCE: ESSENTIAL ELEMENTS OF ENCOURAGING CREATIVE POTENTIAL OF CHILDREN, Journal of Early Childhood Teacher Education 20, no.33 (Aug 2006): 291–300.https://doi.org/10.1080/0163638990200307Katherine M. Emmons Perspectives on Environmental Action: Reflection and Revision Through Practical Experience, The Journal of Environmental Education 29, no.11 (Nov 1997): 34–44.https://doi.org/10.1080/00958969709599105Hermine H. Marshall Children's Understanding of Academic Tasks: Work, Play, or Learning, Journal of Research in Childhood Education 9, no.11 (Dec 1994): 35–46.https://doi.org/10.1080/02568549409594951Allan Silver The need for play & play-like activities in the junior classroom, International Journal of Early Childhood 24, no.22 (Oct 1992): 17–22.https://doi.org/10.1007/BF03175499Hermine H. Marshall Letters: Learning, Rather Than Play or Work, Educational Researcher 18, no.88 (Jul 2016): 34–34.https://doi.org/10.3102/0013189X018008034James H. Block Letters: Play, Work, and Learning, Educational Researcher 18, no.66 (Jul 2016): 21–22.https://doi.org/10.3102/0013189X018006021Hermine H. Marshall Work or Learning Implications of Classroom Metaphors, Educational Researcher 17, no.99 (Jul 2016): 9–16.https://doi.org/10.3102/0013189X017009009Martin V.Covington A Motivational Analysis of Academic Life in College, (): 661–729.https://doi.org/10.1007/1-4020-5742-3_15

Children's Mathematics Learning: The Struggle to Link Form and Understanding

Children's Mathematics Learning: The Struggle to Link Form and Understanding

Politics and Professionalism in Nigerian Educational Planning

Previous articleNext article No AccessPolitics and Professionalism in Nigerian Educational PlanningJames UrwickJames Urwick Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 27, Number 3Oct., 1983 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446379 Views: 3Total views on this site Citations: 9Citations are reported from Crossref Copyright 1983 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:James Urwick Who will listen to educational researchers? Reflections on the research–policy relationship in the global South, with illustrations from Africa, Compare: A Journal of Comparative and International Education 44, no.44 (Sep 2013): 545–565.https://doi.org/10.1080/03057925.2013.825479Francina Moloi, Nomusic Morobe, James Urwick Free but inaccessible primary education: A critique of the pedagogy of English and Mathematics in Lesotho, International Journal of Educational Development 28, no.55 (Sep 2008): 612–621.https://doi.org/10.1016/j.ijedudev.2007.12.003Cynthia Szymanski Sunal, Ruqayattu Rufai Inuwa, Dennis W. Sunal, Mary E. Haas Three Nigerian Primary School Teachers: Classroom Days, Journal of Research in Childhood Education 16, no.11 (Nov 2009): 94–108.https://doi.org/10.1080/02568540109594977Rees Hughes, Kilemi Mwiria An essay on the implications of university expansion in Kenya, Higher Education 19, no.22 (Jan 1990): 215–237.https://doi.org/10.1007/BF00137108Cynthia Szymanski Sunal, Osayimwense Osa, Barbara Gaba, Abdulhamid Saleemi Status of Primary Education in Nigeria Following the Initiation Period of Universal Primary Education, Journal of Research in Childhood Education 4, no.11 (Dec 1989): 30–39.https://doi.org/10.1080/02568548909594943Cynthia Szymanski Sunal Early Childhood Teachers in Nigeria Problems of Quality and Quantity, Childhood Education 65, no.55 (Aug 1989): 279–282.https://doi.org/10.1080/00094056.1989.10522453James Urwick The political diseconomy of educational expenditure: A commentary on Tilak, International Journal of Educational Development 6, no.33 (Jan 1986): 203–208.https://doi.org/10.1016/0738-0593(86)90017-9Mary Okoye Community secondary schools: A case-study of a Nigerian innovation in self-help, International Journal of Educational Development 6, no.44 (Jan 1986): 263–274.https://doi.org/10.1016/0738-0593(86)90029-5James Urwick Urban preference among Nigerian teacher-trainees: An analysis for educational policy, International Journal of Educational Development 5, no.22 (Jan 1985): 105–122.https://doi.org/10.1016/0738-0593(85)90018-5

Parent Involvement: A Survey of Teacher Practices

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

Teachers' Reported Practices of Parent Involvement: Problems and Possibilities

added by over 1,000 teachers to a survey of teachers' practices. Results of the survey of 3,700 teachers in about 600 schools in Maryland are described in Becker and Epstein (in this issue). The teachers' comments reflect the variation in years of experience and in the number and types of contacts individual teachers have had with parents. Each theme can be viewed from two perspectives-there are potential advantages, but there are also potential problems, with any parent-involvement technique. Teachers' comments reveal their contrasting opinions on the benefits expected from parent assistance at home and on the organizational structures used to conduct parent-involvement activities. Some teachers are very positive about parent involvement; others have been discouraged by their attempts to communicate and work with parents.

Play for Cognitive Growth

Previous articleNext article No AccessPlay for Cognitive GrowthJames ChristieJames Christie Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 81, Number 2Nov., 1980 Article DOIhttps://doi.org/10.1086/461214 Views: 22Total views on this site Citations: 9Citations are reported from Crossref Copyright 1980 The University of ChicagoPDF download Crossref reports the following articles citing this article:Eliza Pitri Skills and Dispositions for Creative Problem Solving during the Artmaking Process, Art Education 66, no.22 (Nov 2015): 41–46.https://doi.org/10.1080/00043125.2013.11519215W. A.R. Boyer Enhancing Playfulness with Sensorial Stimulation, Journal of Research in Childhood Education 12, no.11 (Dec 1997): 78–87.https://doi.org/10.1080/02568549709594718Kathy Roskos, Susan B. Neuman Descriptive observations of adults' facilitation of literacy in young children's play, Early Childhood Research Quarterly 8, no.11 (Mar 1993): 77–97.https://doi.org/10.1016/S0885-2006(05)80099-7Deborah Ellermeyer Enhancing creativity through play: A discussion of parental and environmental factors, Early Child Development and Care 93, no.11 (Jul 2006): 57–63.https://doi.org/10.1080/0030443930930105David E. Fernie Becoming a student: Messages from first settings, Theory Into Practice 27, no.11 (Jan 1988): 3–10.https://doi.org/10.1080/00405848809543324James F. Christie, E.P. Johnsen Questioning the Results of Play Training Research, Educational Psychologist 20, no.11 (Jun 2010): 7–11.https://doi.org/10.1207/s15326985ep2001_2Carol Young Woodard Guidelines for Facilitating Sociodramatic Play, Childhood Education 60, no.33 (Jan 1984): 172–177.https://doi.org/10.1080/00094056.1984.10521467James F. Christie The Effects of Play Tutoring on Young Children’s Cognitive Performance, The Journal of Educational Research 76, no.66 (Dec 2014): 326–330.https://doi.org/10.1080/00220671.1983.10885477 Shu Ching Yang, Chia-Chieh Huang Gender education through creating Internet theatre in education, (): 1394–1395.https://doi.org/10.1109/CIE.2002.1186264

Influences of Women's Schooling on Maternal Behavior in the Third World

Previous articleNext article No AccessPart I. OverviewsInfluences of Women's Schooling on Maternal Behavior in the Third WorldRobert A. LeVineRobert A. LeVine Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 24, Number 2, Part 2Jun., 1980Part 2, Women and Education in the Third World Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446140 Views: 5Total views on this site Citations: 28Citations are reported from Crossref Copyright 1980 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Oyepeju Mary Onifade, Jesse Abiodun Otegbayo, Joshua Odunayo Akinyemi, Titus Ayodeji Oyedele, Ademola Richard Akinlade Nutritional status as a determinant of cognitive development among preschool children in South-Western Nigeria, British Food Journal 118, no.77 (Jul 2016): 1568–1578.https://doi.org/10.1108/BFJ-11-2015-0445Scott A. Crossley, Tom Salsbury, Danielle S. McNamara Predicting the proficiency level of language learners using lexical indices, Language Testing 29, no.22 (Apr 2012): 243–263.https://doi.org/10.1177/0265532211419331Adriana M. Manago, Patricia M. Greenfield The Construction of Independent Values among Maya Women at the Forefront of Social Change: Four Case Studies, Ethos 39, no.11 (Feb 2011): 1–29.https://doi.org/10.1111/j.1548-1352.2010.01168.xYuko Nonoyama-Tarumi, Edilberto Loaiza, Patrice L. Engle Late Entry into Primary School in Developing Societies: Findings from Cross-National Household Surveys, International Review of Education 56, no.11 (Mar 2010): 103–125.https://doi.org/10.1007/s11159-010-9151-2Scott Crossley, Tom Salsbury, Danielle McNamara Measuring L2 Lexical Growth Using Hypernymic Relationships, Language Learning 59, no.22 (Jun 2009): 307–334.https://doi.org/10.1111/j.1467-9922.2009.00508.xYuko Nonoyama‐Tarumi, Edilberto Loaiza, Patrice Engle Inequalities in attendance in organized early learning programmes in developing societies: findings from household surveys, Compare: A Journal of Comparative and International Education 39, no.33 (May 2009): 385–409.https://doi.org/10.1080/03057920701712833Michael Lamport Commons, Eric Andrew Goodheart Consider Stages of Development in Preventing Terrorism: Does Government Building Fail and Terrorism Result when Developmental Stages of Governance are Skipped?, Journal of Adult Development 14, no.3-43-4 (Oct 2007): 91–111.https://doi.org/10.1007/s10804-007-9016-5Claudia Lucía Ordóñez, María S. Carlo, Catherine E. Snow, Barry McLaughlin Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer?, Journal of Educational Psychology 94, no.44 (Jan 2002): 719–728.https://doi.org/10.1037/0022-0663.94.4.719Robert LeVine, Sarah LeVine, Beatrice Schnell "Improve the Women": Mass Schooling, Female Literacy, and Worldwide Social Change, Harvard Educational Review 71, no.11 (Apr 2001): 1–51.https://doi.org/10.17763/haer.71.1.154550622x3225u7Jean Drèze, Mamta Murthi Fertility, Education, and Development: Evidence from India, Population and Development Review 27, no.11 (Jan 2004): 33–63.https://doi.org/10.1111/j.1728-4457.2001.00033.xHengameh Kermani, Mary E. Brenner Maternal Scaffolding in the Child's Zone of Proximal Development Across Tasks: Cross-Cultural Perspectives, Journal of Research in Childhood Education 15, no.11 (Dec 2000): 30–52.https://doi.org/10.1080/02568540009594774Richard A. Shweder Encomium for Robert A. LeVine, Ethos 27, no.22 (Jun 1999): 235–244.https://doi.org/10.1525/eth.1999.27.2.235Sally M. Grantham-McGregor, Lia C. Fernald, Kavita Sethuraman Effects of Health and Nutrition on Cognitive and Behavioural Development in Children in the First Three Years of Life: Part 1: Low Birthweight, Breastfeeding, and Protein-Energy Malnutrition, Food and Nutrition Bulletin 20, no.11 (Nov 2016): 53–75.https://doi.org/10.1177/156482659902000107Seok Hoon Seng International Research Projects in Early Childhood Development in Australia, Malaysia and Singapore: Pertinent Issues from Three Studies, Asia Pacific Journal of Education 17, no.22 (Jan 1997): 21–30.https://doi.org/10.1080/02188799708547759Ruth Planos, Luis H. Zayas, Nancy A. Busch-Rossnagel Acculturation and Teaching Behaviors of Dominican and Puerto Rican Mothers, Hispanic Journal of Behavioral Sciences 17, no.22 (Jul 2016): 225–236.https://doi.org/10.1177/07399863950172006Luis M. Laosa FAMILY CHARACTERISTICS AS PREDICTORS OF INDIVIDUAL DIFFERENCES IN CHICANO CHILDREN'S EMERGENT SCHOOL READINESS, ETS Research Report Series 1993, no.22 (Aug 2014): i–62.https://doi.org/10.1002/j.2333-8504.1993.tb01545.xSally M. Grantham-McGregor, George Cumper Jamaican studies in nutrition and child development, and their implications for national development, Proceedings of the Nutrition Society 51, no.11 (Feb 2007): 71–79.https://doi.org/10.1079/PNS19920012Luis M. Laosa, Ronald W. Henderson COGNITIVE SOCIALIZATION AND COMPETENCE: THE ACADEMIC DEVELOPMENT OF CHICANOS*, ETS Research Report Series 1991, no.22 (Aug 2014): i–77.https://doi.org/10.1002/j.2333-8504.1991.tb01406.xJennifer M. Adams Female wage labor in rural Zimbabwe, World Development 19, no.2-32-3 (Feb 1991): 163–177.https://doi.org/10.1016/0305-750X(91)90253-EEric N. Lindblom Building on Basics: A Report on the Global Education Crisis and U.S. Foreign Aid to Basic Education, SSRN Electronic Journal (Jan 1990).https://doi.org/10.2139/ssrn.2697194Herbert L. Smith Integrating Theory and Research on the Institutional Determinants of Fertility, Demography 26, no.22 (May 1989): 171–184.https://doi.org/10.2307/2061518Robert A. LeVine Women's Schooling, Patterns of Fertility, and Child Survival, Educational Researcher 16, no.99 (Jul 2016): 21–27.https://doi.org/10.3102/0013189X016009021Milton N. Adams, Susan E. Kruppenbach Gender and access in the African school, International Review of Education 33, no.44 (Jan 1987): 437–453.https://doi.org/10.1007/BF00615158Mary Maxwell Katz Symposium: Infant care in a group of outer Fiji Islands, Ecology of Food and Nutrition 15, no.44 (Aug 2010): 323–339.https://doi.org/10.1080/03670244.1984.9990840Keith Lewin, Angela Little, Christopher Colclough Effects of education on development objectives (II), Prospects 13, no.44 (Dec 1983): 413–425.https://doi.org/10.1007/BF02196253Robert A. Levine Fertility and child development: An anthropological approach, New Directions for Child and Adolescent Development 1983, no.2020 (Jun 1983): 45–55.https://doi.org/10.1002/cd.23219832005Luis M. Laosa School, Occupation, Culture, and Family, (Jan 1983): 79–135.https://doi.org/10.1007/978-1-4684-4502-2_4Luis M. Laosa SCHOOL, OCCUPATION, CULTURE, AND FAMILY: THE IMPACT OF PARENTAL SCHOOLING ON THE PARENT-CHILD RELATIONSHIP, ETS Research Report Series 1981, no.22 (Aug 2014): i–108.https://doi.org/10.1002/j.2333-8504.1981.tb01273.x

The Problem of Dead Letters: Social Perspectives on the Teaching of Writing

Previous articleNext article No AccessThe Problem of Dead Letters: Social Perspectives on the Teaching of WritingSusan FlorioSusan Florio Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 80, Number 1Sep., 1979 Article DOIhttps://doi.org/10.1086/461164 Views: 3Total views on this site Citations: 11Citations are reported from Crossref Copyright 1979 The University of ChicagoPDF download Crossref reports the following articles citing this article:Elizabeth L Jaeger ‘This is a message for …’: Third graders’ use of written text functions to facilitate interpersonal relationships, Journal of Early Childhood Literacy 16, no.11 (Oct 2014): 107–133.https://doi.org/10.1177/1468798414552508David R. Holliway Through the Eyes of My Reader: A Strategy for Improving Audience Perspective in Children's Descriptive Writing, Journal of Research in Childhood Education 18, no.44 (Jan 2004): 334–349.https://doi.org/10.1080/02568540409595045Robert J. Beichner Research-guided design of multimedia research tools, ACM SIGGRAPH Computer Graphics 28, no.11 (Feb 1994): 40–43.https://doi.org/10.1145/181505.181514Susan Flqrio‐Ruane The Written Literacy Forum: an analysis of teacher/researcher collaboration, Journal of Curriculum Studies 22, no.44 (Jan 1990): 313–328.https://doi.org/10.1080/0022027900220402 Peter B. Mosenthal , Randie L. Davidson-Mosenthal , and Antonia K. Collela Two Determinants of Teachers' Holistic Scoring: Prior Knowledge and Ideology Type, The Elementary School Journal 88, no.11 (Oct 2015): 39–49.https://doi.org/10.1086/461522Hilda Borko, Richard J. Shavelson Speculations on teacher education: recommendations from research on teachers’ cognitions, Journal of Education for Teaching 9, no.33 (Jul 2006): 210–224.https://doi.org/10.1080/0260747830090302Peter Mosenthal Defining Classroom Writing Competence: A Paradigmatic Perspective, Review of Educational Research 53, no.22 (Jun 2016): 217–251.https://doi.org/10.3102/00346543053002217 Richard J. Shavelson Review of Research on Teachers' Pedagogical Judgments, Plans, and Decisions, The Elementary School Journal 83, no.44 (Oct 2015): 392–413.https://doi.org/10.1086/461323Courtney B. Cazden Contexts for Literacy: In the Mind and in the Classroom, Journal of Reading Behavior 14, no.44 (Sep 2016): 413–427.https://doi.org/10.1080/10862968209547467June Martin Curriculum as Transmitter of Socioeconomic Values, The Journal of Early Adolescence 2, no.33 (Sep 2016): 219–228.https://doi.org/10.1177/027243168200200303Richard J. Shavelson, Paula Stern Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior, Review of Educational Research 51, no.44 (Jun 2016): 455–498.https://doi.org/10.3102/00346543051004455

Necessary Directions for Anthropological Research on Child Care in the United States

There has been little qualitative research done by anthropologists and sociologists on formal and informal American child-care arrangements. This paper suggests directions for research in ways that are useful for theory and relevant to policy and program. Research topics should include: ascertaining informal child-care arrangements such as babysitting and sibling care; comparative ethnographies of different types of centers; eliciting the ways in which center operations affect the experience of the child; analyzing staff-parent mediation practices; and ascertaining the ways in which government and agency, through supervision and intervention, affect center operations. Results would help in the development of appropriate policy for each of the participants involved. EARLY CHILDHOOD EDUCATION, SOCIALIZATION, UNITED STATES, POLICY AND PROGRAM RESEARCH, LOCAL POLITICS.

The Development of Metaphoric Competence: Implications for Humanistic Disciplines

Previous articleNext article No AccessThe Development of Metaphoric Competence: Implications for Humanistic DisciplinesHoward Gardner, and Ellen WinnerHoward Gardner Search for more articles by this author , and Ellen Winner Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Critical Inquiry Volume 5, Number 1Autumn, 1978Special Issue on Metaphor Article DOIhttps://doi.org/10.1086/447976 Views: 14Total views on this site Citations: 14Citations are reported from Crossref Copyright 1978 The University of ChicagoPDF download Crossref reports the following articles citing this article:玮仪 王 Foreign Language Learners’ Metaphor Production Competence and Cultivation, Modern Linguistics 10, no.0404 (Jan 2022): 561–568.https://doi.org/10.12677/ML.2022.104070Ran Zhang, Dhamotharan Mogana, Abbas Pourhosein Gilakjani Metaphor Enriched Medical English Supplement for First-year Students in an Selected Chinese Medical University, Cogent Education 8, no.11 (Apr 2021).https://doi.org/10.1080/2331186X.2021.1898710Emma Adriana De la Rosa Alzate La metáfora verbal: entre la comparación y la creación, Lingüística y Literatura 41, no.7777 (Aug 2020): 410–431.https://doi.org/10.17533/udea.lyl.n77a18芳 袁 A Review of the Research on Metaphoric Competence, Modern Linguistics 08, no.0202 (Jan 2020): 162–171.https://doi.org/10.12677/ML.2020.82024Anna Babarczy, Andrea Balázs, Fruzsina Krizsai Preschoolers’ Metaphor Comprehension. Methodological Issues in Experimental Pragmatics, Acta Universitatis Sapientiae, Philologica 11, no.22 (Jan 2020): 133–150.https://doi.org/10.2478/ausp-2019-0017Nicolás Alessandroni Development of Metaphorical Thought before Language: the Pragmatic Construction of Metaphors in Action, Integrative Psychological and Behavioral Science 51, no.44 (Dec 2016): 618–642.https://doi.org/10.1007/s12124-016-9373-3Maryam Teymouri Aleshtar, Hamidreza Dowlatabadi Metaphoric Competence and Language Proficiency in the Same Boat, Procedia - Social and Behavioral Sciences 98 (May 2014): 1895–1904.https://doi.org/10.1016/j.sbspro.2014.03.620Anthony Wilson A joyous lifeline in a target-driven job: teachers’ metaphors of teaching poetry writing, Cambridge Journal of Education 43, no.11 (Mar 2013): 69–87.https://doi.org/10.1080/0305764X.2012.749217Kathryn Geldard, Rebecca Yin Foo, Jane Shakespeare-Finch How is a Fruit Tree Like You? Using Artistic Metaphors to Explore and Develop Emotional Competence in Children., Australian Journal of Guidance and Counselling 19, no.0101 (Feb 2012): 1–13.https://doi.org/10.1375/ajgc.19.1.1Brenda Miller Power Pop-Ups: The Rise and Fall of One Convention in a First Grade Writing Workshop, Journal of Research in Childhood Education 6, no.11 (Dec 1991): 54–65.https://doi.org/10.1080/02568549109594822Kay M. Kincade Patterns in children's ability to recall explicit, implicit and metaphorical information, Journal of Research in Reading 14, no.22 (Sep 1991): 81–98.https://doi.org/10.1111/j.1467-9817.1991.tb00010.xMary J. Reichling Images of Imagination, Journal of Research in Music Education 38, no.44 (Aug 2016): 282–293.https://doi.org/10.2307/3345225Stella Voeniatou Children and Metaphors, Child Development 58, no.33 (Jun 1987): 870–885.https://doi.org/10.1111/j.1467-8624.1987.tb01426.xValerie F. Reyna Figure and Fantasy in Children’s Language, (Jan 1985): 143–179.https://doi.org/10.1007/978-1-4613-9544-7_5

Time on Task: A Naturalistic Study in Sixth-Grade Classrooms

? 1978 by The University of Chicago. 0013-5984/78/7803-0010$00.88 Pupils who fall behind their classmates academically fall further behind each year they remain in school (1). Part of the explanation for their continuing failure to keep pace with other pupils may lie in the fact that they spend less time on academic tasks than other pupils. The reason for such self-defeating behavior may be the desire to maintain self-esteem. If a pupil expends less effort on schoolwork than the average pupil, any resulting failure may be easier to accept. Pupils who try but fail may conclude that they do not have the ability to succeed. Pupils' involvement in tasks would seem to be a necessary condition for school achievement. If pupils are to master material, they must engage in it and react to it-read, make response. Indeed there are data to suggest that achievement is related to time for learning and opportunity to learn (2, 3). Similarly, there are data to suggest that learning is also positively related to low rates of time lost because of poor management of classrooms, for example, lengthy transitions (4). The major purpose of the present study was to find out whether pupil involvement was different for high, middle, and low achievers. Also, we wanted to find out whether pupils generally were more involved in some subjects than in others and whether certain types of classroom activities were associated with higher or with lower levels of pupil involvement. We selected two different types of schools to find out whether pupils' characteristics affect involvement. School 1

Rx for Helping Johnny Write Better

Previous articleNext article No AccessRx for Helping Johnny Write BetterMatthew MeisterheimMatthew Meisterheim Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 78, Number 1Sep., 1977 Article DOIhttps://doi.org/10.1086/461076 Views: 1Total views on this site Citations: 2Citations are reported from Crossref Copyright 1977 The University of ChicagoPDF download Crossref reports the following articles citing this article:Steve Graham and Karen R. Harris Common Core State Standards and Writing: Introduction to the Special Issue, The Elementary School Journal 115, no.44 (Oct 2015): 457–463.https://doi.org/10.1086/681963Dana Clippard, Molly Nicaise Efficacy of Writers' Workshop for Students With Significant Writing Deficits, Journal of Research in Childhood Education 13, no.11 (Dec 1998): 7–26.https://doi.org/10.1080/02568549809594723

Developmental Stages of Preschool Teachers

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

Soviet Preschool Education

Previous articleNext article No AccessSoviet Preschool EducationAbraham KreuslerAbraham Kreusler Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 70, Number 8May, 1970 Article DOIhttps://doi.org/10.1086/460604 Views: 6Total views on this site Citations: 2Citations are reported from Crossref Copyright 1970 The University of ChicagoPDF download Crossref reports the following articles citing this article:Olga Savinskaya The Parents' Values of Early Childhood Education and Care in Russia: Toward the Construction of Evaluation Tools, SSRN Electronic Journal (Jan 2015).https://doi.org/10.2139/ssrn.2599981Meredith E. Kiger The Nature of Experiences of 4-year-olds in Two Russian Preschools, Journal of Research in Childhood Education 13, no.22 (Jun 1999): 120–132.https://doi.org/10.1080/02568549909594733

Praise, Criticism, and Race

Previous articleNext article No AccessPraise, Criticism, and RaceWilliam E. Brown, L. Tyrone Payne, Conard Lankewich, and Lionel L. CornellWilliam E. Brown Search for more articles by this author , L. Tyrone Payne Search for more articles by this author , Conard Lankewich Search for more articles by this author , and Lionel L. Cornell Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 70, Number 7Apr., 1970 Article DOIhttps://doi.org/10.1086/460595 Views: 4Total views on this site Citations: 12Citations are reported from Crossref Copyright 1970 The University of ChicagoPDF download Crossref reports the following articles citing this article:William Strein, Tracy Simonson, Lindsay Vail Convergence of views: Self-perceptions of African American and White kindergartners, Psychology in the Schools 36, no.22 (Mar 1999): 125–134.https://doi.org/10.1002/(SICI)1520-6807(199903)36:2<125::AID-PITS5>3.0.CO;2-9David Harvey Arnold, Jessica R. Griffith, Camilo Ortiz, Rebecca M. Stowe Day Care Interactions and Teacher Perceptions As a Function of Teacher and Child Ethnic Group, Journal of Research in Childhood Education 12, no.22 (Jun 1998): 143–154.https://doi.org/10.1080/02568549809594880Erica Cooper, Mike Allen A meta‐analytic examination of the impact of student race on classroom interaction, Communication Research Reports 15, no.22 (Mar 1998): 151–161.https://doi.org/10.1080/08824099809362109Carolyn B. Murray Estimating Achievement Performance: A Confirmation Bias, Journal of Black Psychology 22, no.11 (Jul 2016): 67–85.https://doi.org/10.1177/00957984960221006Ronald G. Ehrenberg, Dominic J. Brewer Did teachers' verbal ability and race matter in the 1960s? Coleman revisited, Economics of Education Review 14, no.11 (Mar 1995): 1–21.https://doi.org/10.1016/0272-7757(94)00031-ZHerbert Grossman Special Education in a Diverse Society Improving Services for Minority and Working-Class Students, Preventing School Failure: Alternative Education for Children and Youth 36, no.11 (Oct 1991): 19–27.https://doi.org/10.1080/1045988X.1991.9944580 Jacqueline Jordan Irvine An Analysis of the Problem of Disappearing Black Educators, The Elementary School Journal 88, no.55 (Oct 2015): 503–513.https://doi.org/10.1086/461553Jacqueline Jordan Irvine Teacher Communication Patterns as Related to the Race and Sex of the Student, The Journal of Educational Research 78, no.66 (Jan 2015): 338–345.https://doi.org/10.1080/00220671.1985.10885627Adelaide W Simpson, Marilyn T Erickson Teachers’ Verbal and Nonverbal Communication Patterns as a Function of Teacher Race, Student Gender, and Student Race, American Educational Research Journal 20, no.22 (Jun 2016): 183–198.https://doi.org/10.3102/00028312020002183RONALD W. HENDERSON Personal and social causation in the school context, (Jan 1982): 359–407.https://doi.org/10.1016/B978-0-12-764050-1.50014-1John A. Daly, John T. Korinek Instructional Communication Theory and Research: An Overview of Classroom Interaction, Annals of the International Communication Association 4, no.11 (Nov 2017): 515–532.https://doi.org/10.1080/23808985.1980.11923822Jeremy J. Lietz School deportment and student teacher sex and ethnicity, Psychology in the Schools 14, no.11 (Jan 1977): 72–76.https://doi.org/10.1002/1520-6807(197701)14:1<72::AID-PITS2310140115>3.0.CO;2-U

Measuring Difficulty of Primary Reading Material: A Constructive Criticism of Spache's Measure

Previous articleNext article No AccessMeasuring Difficulty of Primary Reading Material: A Constructive Criticism of Spache's MeasureClarence R. StoneClarence R. Stone Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 57, Number 1Oct., 1956 Article DOIhttps://doi.org/10.1086/459497 Views: 7Total views on this site Citations: 6Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Kathleen Roskos, Cevriye Ergul, Tanis Bryan, Karen Burstein, James Christie, Myae Han Who's Learning What Words and How Fast? Preschoolers' Vocabulary Growth in an Early Literacy Program, Journal of Research in Childhood Education 22, no.33 (Mar 2008): 275–290.https://doi.org/10.1080/02568540809594627Judith A. Bowey Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring, Journal of Experimental Child Psychology 41, no.22 (Apr 1986): 282–299.https://doi.org/10.1016/0022-0965(86)90041-XJudith A. Bowey Contextual facilitation in children's oral reading in relation to grade and decoding skill, Journal of Experimental Child Psychology 40, no.11 (Aug 1985): 23–48.https://doi.org/10.1016/0022-0965(85)90064-5John A. Hockett Chapter V: Materials of Instruction, Review of Educational Research 29, no.22 (Jun 2016): 177–184.https://doi.org/10.3102/00346543029002177Constance M. McCullough Chapter III: Reading, Review of Educational Research 28, no.22 (Jun 2016): 96–106.https://doi.org/10.3102/00346543028002096S. Gray William Summary of Reading Investigations July I, 1956 to June 30, 1957, The Journal of Educational Research 51, no.66 (Dec 2014): 401–435.https://doi.org/10.1080/00220671.1958.10882485

Effect of Different Sizes of Tools on the Handwriting of Beginners

Previous articleNext article No AccessEffect of Different Sizes of Tools on the Handwriting of BeginnersMarion E. WilesMarion E. Wiles Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 43, Number 7Mar., 1943 Article DOIhttps://doi.org/10.1086/458194 Views: 3Total views on this site Citations: 5Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Erica Oehler, Heather Dekrey, Erin Eadry, Jennifer Fogo, Elaine Lewis, Carol Maher, Amy Schilling The Effect of Pencil Size and Shape on the Pre-Writing Skills of Kindergartners, Physical & Occupational Therapy In Pediatrics 19, no.3-43-4 (Jul 2009): 53–60.https://doi.org/10.1080/J006v19n03_05Christine A. Readdick Toddlers and Preschoolers Drawing with Primary and Standard Markers, Pencils, and Crayons, Journal of Research in Childhood Education 9, no.11 (Dec 1994): 68–74.https://doi.org/10.1080/02568549409594954Kathy Carlson, Jo Lynn Cunningham Effect of pencil diameter on the graphomotor skill of preschoolers, Early Childhood Research Quarterly 5, no.22 (Jun 1990): 279–293.https://doi.org/10.1016/0885-2006(90)90049-7Cynthia K. Gatewood Effects of Varying Writing Implements on WISC-R Coding Performance, Perceptual and Motor Skills 64, no.22 (Aug 2016): 578–578.https://doi.org/10.2466/pms.1987.64.2.578Glennelle Halpin, Glennelle Halpin Special Paper for Beginning Handwriting An Unjustified Practice?, The Journal of Educational Research 69, no.77 (Dec 2014): 267–269.https://doi.org/10.1080/00220671.1976.10884895

The Necessary Mental Age for Beginning Reading

For some time the problem of determining the optimum or necessary mental-age level at which reading can be successfully introduced has been under investigation. Recently statements have been made, in books written primarily for professional workers, which imply that this problem is fairly well solved. For example, Harrison states, "It has been found that in order to make any progress in reading a child must have attained a mental age of at least six years and that a mental age of six and one-half years more nearly insures success.'" Betts also states, "An analysis of reading-readiness or aptitude tests shows the following factors to be significant for success with the typical first-grade reading program: (a) a mental age of at least six and one-half years ..... "3 These statements and most others appearing in professional books imply, more specifically, that success with typical first-grade reading programs requires a stipulated mental age, six and a half years being the age usually given. These statements may be correct, although a critical analysis of some of the experiments would cause some persons to doubt the validity of stipulating so definite a level. The fact remains, however, that it has by no means been proved as yet that a mental age of six and a half years is a proper minimum to prescribe for learning to read by all school methods, or organizations, or all types of teaching skill and procedures. It is quite conceivable -indeed the evidence in general tends now definitely to show--that the crucial mental-age level will vary with the materials; the type 1 For most of the statistical work involved in this article the author is indebted to the services of workers in United States Works Progress Administration Project No. 6063-C. 2 M. Lucile Harrison, Reading Readiness, p. 6. Boston: Houghton Mifflin Co., 1936. 3 Emmett Albert Betts, The Prevention and Correction of Reading Difficulties, pp. 24-25. Evanston, Illinois: Row, Peterson & Co., 1936.