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Early adolescent language: A content...

Cave, Bobbin Kyte.

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Early adolescent language: A content analysis of child development and educational psychology textbooks.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Early adolescent language: A content analysis of child development and educational psychology textbooks./
Author:	Cave, Bobbin Kyte.
Description:	381 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3499.
Contained By:	Dissertation Abstracts International63-10A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3068510
ISBN:	0493882472

Early adolescent language: A content analysis of child development and educational psychology textbooks.
Cave, Bobbin Kyte.

Early adolescent language: A content analysis of child development and educational psychology textbooks. - 381 p.

Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3499.

Thesis (Ph.D.)--University of Nevada, Reno, 2002.

Research suggests that teachers' knowledge of language impacts their expectations of and interactions with early adolescents. Teacher candidates are first introduced to early adolescent development, including language development, through courses in child development and or educational psychology. Leading child development and educational psychology textbooks were examined for all components of language, the quality and quantity of information, and the theoretical perspectives of the authors, as they were relevant to early adolescents (ages 10--14). None of the 13 textbooks examined completely described early adolescent language, neither development nor acquisition. In general, child development textbooks contained more information about language and were more complete than educational psychology textbooks. The strongest textbooks emphasized acquisition of language and were written from a social-environmental perspective.

ISBN: 0493882472Subjects--Topical Terms:

1018115
Education, Language and Literature.

Early adolescent language: A content analysis of child development and educational psychology textbooks.
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245 1 0 $a Early adolescent language: A content analysis of child development and educational psychology textbooks.
300 $a 381 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3499.
500 $a Adviser: Martha Combs.
502 $a Thesis (Ph.D.)--University of Nevada, Reno, 2002.
520 $a Research suggests that teachers' knowledge of language impacts their expectations of and interactions with early adolescents. Teacher candidates are first introduced to early adolescent development, including language development, through courses in child development and or educational psychology. Leading child development and educational psychology textbooks were examined for all components of language, the quality and quantity of information, and the theoretical perspectives of the authors, as they were relevant to early adolescents (ages 10--14). None of the 13 textbooks examined completely described early adolescent language, neither development nor acquisition. In general, child development textbooks contained more information about language and were more complete than educational psychology textbooks. The strongest textbooks emphasized acquisition of language and were written from a social-environmental perspective.
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650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Language, General. $3 1018089
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710 2 0 $a University of Nevada, Reno. $3 626634
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790 1 0 $a Combs, Martha, $e advisor
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791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3068510