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1.
Fabienne Doucet 《Journal of Early Childhood Teacher Education》2013,34(2):108-139
Preservice teachers are socialized by their own raced, classed, and gendered experiences to expect “caring parents” to behave and contribute in certain ways to their children's schooling. Preservice teachers who come from widely divergent backgrounds from the communities in which they serve can sometimes be skeptical of parents who are not involved in children's schooling in ways that are familiar from their own upbringing. Moreover, much of the existing scholarship on parent involvement and the transition to school takes a top-down approach that discounts the important knowledge parents bring to the table. This is a study of African American parents of young children who were preparing to transition to kindergarten or first grade that proposes an alternate conversation about what we can learn from parents when we examine their ways of framing and enacting “involvement” in their children's school lives. African American parents and caregivers (N?=?25) participated in qualitative interviews. Thematic analyses of the interviews revealed that participants constructed preparation for the transition to school broadly, as preparation for the “real world.” I will discuss the implications of the study for teaching, teacher education, and future research, so that preservice teachers and teacher educators can begin to build a greater imagination for parent involvement. 相似文献
2.
The authors present the findings of a survey completed by 280 families of children identified as gifted by two Midwestern school districts with distinctly different gifted and talented programs. The authors examined: (a) How parents perceive the learning needs of their children who are identified as gifted; (b) How families address their children's perceived needs; and (c) How children's needs were perceived in school districts with different service delivery models. Parents perceived their children's learning needs similarly across districts. Noted differences were the need for higher level content and time to verbalize ideas. Low on the list of needs was to have a special environment, the need to work with adults, and the need to have role models. Based on the results of this study, the authors address issues associated with developing programs to meet the learning needs of gifted students. 相似文献
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4.
Chinese parents exert more control over children than do American parents. The current research examined whether this is due in part to Chinese parents' feelings of worth being more contingent on children's performance. Twice over a year, 215 mothers and children (Mage = 12.86 years) in China and the United States (European and African American) reported on psychologically controlling parenting. Mothers also indicated the extent to which their worth is contingent on children's performance. Psychologically controlling parenting was higher among Chinese than American mothers, particularly European (vs. African) American mothers. Chinese (vs. American) mothers' feelings of worth were more contingent on children's performance, with this contributing to their heightened psychological control relative to American mothers. 相似文献
5.
Teachers' perceptions of the emotional and behavioral functioning of children raised by grandparents
Oliver W. Edwards 《Psychology in the schools》2006,43(5):565-572
Increasing numbers of grandparents are becoming full‐time surrogate parents to their grandchildren. Grandparents who raise their grandchildren reportedly endure high levels of stress, and grandchildren purportedly experience childhood trauma that can lead to poor psychological adjustment. While anecdotal reports have suggested that grandchildren experience significant behavioral problems, there is a dearth of data to empirically support this view. This research was an initial endeavor to ascertain whether teachers perceive children raised by grandparents as exhibiting serious emotional and behavioral problems. Fifty‐four African American children raised by their grandparents and a comparison group of 54 African American children living with their parents were studied to determine the grandchildren's functioning. Teachers perceived the children raised by their grandparents as experiencing significantly more emotional and behavioral problems than their similar schoolmates. Children in these families appear in need of school‐based intervention services. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 565–572, 2006. 相似文献
6.
Anne Morgan 《British Journal of Special Education》2007,34(3):144-153
There has been an increased commitment to gifted and talented education in the UK in recent years, with a national strategy of grant-funded programmes. However, research into the effective-ness of gifted programmes is relatively limited. This paper, written by Anne Morgan of the Centre for Education and Inclusion Research at Sheffield Hallam University, investigates parents', teachers' and children's experiences and views of the impact of an enrichment programme for gifted and talented pupils aged five to seven. Methods included a survey of mainstream teachers (n = 15), interviews with parents (n = 17) and activities with pupils (between 16 and 24 children). Results showed that children and parents rated the cluster highly, particularly the varied teaching styles and interaction with other gifted children. There were few concerns regarding withdrawal of children from school in order to attend. All parents felt that their children had benefited from attending and around half said there had been an impact on their social and academic development. Similarly, around half of mainstream teachers said that attending the cluster had benefited children socially and academically. 相似文献
7.
Angela F.Y. Siu 《Asia Pacific Journal of Education》2010,30(1):71-83
Overexcitabilities (OEs) are ways that an individual experiences the world and can be understood as channels of information flow. The current study examined the profile of OEs among a group of Hong Kong children. Participants included 229 non-gifted and 217 gifted children. OEs were measured using the Overexcitability Questionnaire II. Results indicated that there were differences between the gifted and the non-gifted groups in all OE subscales. Gender differences were also identified. Females, in both gifted and non-gifted groups, have a significantly higher score in Emotional OE when compared to males. In addition, gifted females also scored significantly higher than their male counterparts in Sensual OE. Results of this study were compared to a group of American children (based on C.L. Tieso's work on overexcitabilities in 2007). The implications and limitations of this study are presented. 相似文献
8.
A. Harry Passow 《High Ability Studies》1991,2(1):5-11
Research on giftedness and programs for fostering its development often neglect the affective component: the social, emotional and personal components which release (or block) a person's abilities. One problem of gifted children is that their accelerated intellectual development may outstrip affective development. Nonetheless, available research findings paint a positive picture of the social‐emotional characteristics of such children. Among other things they tend to be highly motivated, have a positive self‐concept and be particularly sensitive to social and ethical issues. This suggests that designers of learning experiences should pay greater attention to the affective aspects of instruction. All subject areas offer opportunities for stressing the affective dimension, science as much as literature. This involves creating a classroom climate which offers an “invitational” environment. The highly developed social values of gifted children suggest that they can be encouraged to apply their talents to the solution of the myriad problems with which contemporary society is afflicted. 相似文献
9.
Enrichment for mathematically gifted students in the elementary school needs to extend beyond puzzles or busywork and support the development of mathematical power through a differentiated curriculum. This article describes a series of enrichment experiences that were designed to develop young gifted children's understanding of large numbers, which was central to their investigation of space travel. Although large numbers are not traditionally included in the mathematics curriculum for young children, the children in this group responded enthusiastically to the enrichment experiences. These experiences provided the children with an opportunity to understand the large numbers they encountered in science resource material and to develop their mathematical power. 相似文献
10.
What recent research has been conducted about gifted and talented students and their learning experiences in school? As we complete the first decade of the new century we are entering a time when much attention is focused on remediation and test preparation; it only seems appropriate to reflect upon what has been learned about gifted education during the last few decades and consider the compelling evidence that may or may not support special services for gifted and talented. Consensus on which research themes and studies should be included in this type of examination would difficult to reach, but we have identified six important themes that are discussed in the article. This review of research strongly suggests that the need for gifted education programs remains critical during the current time period in American education when our nation's creative productivity is being challenged by European and Asian nations. 相似文献
11.
Dr. Pauline Lipman 《The Urban Review》1996,28(1):41-62
This article addresses the role of exemplary teachers of students of color in educational reform. Using an ethnographic study
of two urban junior high schools in the beginning stages of restructuring, I describe threeculturally relevant teachers who create empowering educational experiences for low-achieving African American students. Despite their exemplary
practice and their enthusiasm for educational change, thewisdom of practice of these teachers was largely discounted in the restructuring process. They were marginalized by ideological and political
contexts which suppressed racial issues and advocacy for African American students and which supported a deficit model of
low-achieving African American students. Restructuring fostered little examination of policies, practices, and beliefs which
tended to marginalize African American students. This research suggests that professional dialogue and collaboration are mediated
by teachers' ideologies and by relations of power in schools and communities. If exemplary teachers of children of color are
to influence educational change, reformers need to legitimize their knowledge and sponsor their leadership. Also, reforms
that benefit marginalized children of color may require the mobilization and participation of parents and communities of color
as well as their teacher-advocates.
Even though I'm not doing the Mentoring and Counseling Program any more, I can't reject them. They know I care about them.
They know when you're not pretending. You don't turn off realness. Paulette
I find them where they are. I say, “You've told stories. When you say, ‘The way I see it,’ that's point of view.” I just do
it like that. When kids believe you think they can learn, they will. Samuel
We have to challenge these students. When we don't give them an opportunity, we're taking something away from them. Helen 相似文献
12.
The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools. 相似文献
13.
Jonda C. McNair 《Children‘s Literature in Education》2013,44(3):191-207
The purpose of this study was to examine how the social practices of African American families—with children in grades K-2—changed as a result of participating in a family literacy program utilizing African American children’s literature. The families were exposed, through a series of workshops, to an abundance of children’s literature written by and about African Americans. Data sources included pre and post interviews conducted with parents, parental reading logs, and a reflective journal kept by the researcher. Findings suggested that parents increased the amount of time reading aloud to their children, passed along the information that they learned about African American children’s literature to family, friends, and co-workers, and began seeking out and developing an appreciation for quality African American children’s literature. This study was unique in that it involved collaboration between a public university, a local church, an African American sorority, and an innovative teacher recruitment initiative designed to increase the number of Black, male elementary school teachers. 相似文献
14.
This paper explores the experiences of early intervention for three families in England. The case study research considers parental perspectives and children's experiences of early intervention: what do parents want and what are children's experiences? In particular the ways in which parents and children participate in early intervention programmes in order to support learning will be explained. Case study data includes interviews with four parents. The early intervention experiences of three children with Down Syndrome aged 3–4 years old will be described and placed within the context of early years and inclusive education policy and practice in England ( DfES, 2001, 2003a,b; 2004a; TSO, 2003; QCA, 2000 ). Recent recognition within Government policy towards increased parental involvement in the learning of young children will be considered within the context of inclusive education and early years policy and practice. The ways in which parents are encouraged to be involved in developing the learning of their children and their support from professional services will be considered. The parents’ views and experiences enable a conceptualisation of the implementation of policy and practice, in relation to the opportunities provided and the difficulties encountered. The tensions identified raise questions about whether parents are receiving the kinds of support they need and expect, and in particular whether suitable consideration has been given to the pedagogic models being applied through early intervention programmes. 相似文献
15.
Larry Geffen 《Roeper Review》2013,35(1):48-49
Specialized programs designed to meet the unique needs of young gifted children are increasing in number. Parents of this population are becoming involved in the development of these programs. This study examined expectancies, concerns and current issues as perceived by parents of children identified as gifted at an early age. Additionally, parents expressed roles in which they would be willing to serve in the planning and delivery of services for their children. Curriculum preferences, availability and lack of services available or desired, support of full or half‐day programs, and specific information areas requested by the parents are presented. 相似文献
16.
School psychologists and teachers are frequently asked to assess the level of social competence of preschool children as one indicator of their academic readiness. However, many assessment instruments available to psychologists working in early childhood settings fail to consider important contexts where children acquire social competencies. This study presents a comprehensive picture of multiple constructs that play a role in understanding African American preschool children's social competence. Domains of temperament, language, self‐regulation, and peer play were assessed within a classroom context for a sample of 139 low‐income African American children attending Head Start. Findings support the importance of considering both children's developmental stage and their gender when evaluating aspects of social competence, particularly temperament and interactive peer play abilities. As a group, younger boys experienced the greatest difficulties with initiating and sustaining play activities with classmates. Language abilities and self‐regulation were significantly greater among older preschool children. Implications for school psychologists conducting preschool assessment, intervention, and outreach to parents and teachers within early childhood settings are discussed. © 2002 John Wiley & Sons, Inc. 相似文献
17.
Early childhood education and care experiences play an important role in children's development and school readiness with, in general, sustained exposure to high quality, center-based care leading to positive outcomes. Hispanic parents have been shown to be less likely than others to place their children in center-based care, particularly when children are very young—a pattern that contrasts African American parents’ tendency for earlier use of center-based care. This paper examines child care choice from a contextual perspective. Using a multi-level modeling approach, we consider ethnicity and race, at the individual and neighborhood levels, in relation to the age at which children first participate in non-parental care and the type of care they first experience. Using data from the ECLS-K, the 1990 Census and other contextual sources, we demonstrate that Hispanic parents’ later use of care is explainable by economic and work participation factors at the family level, while neighborhood proportion of Hispanic individuals is associated with delayed entry into child care. In contrast, the observed early use of care among African American families persists after accounting for economic and work factors, and appears independent of differences in neighborhood context. Limitations and implications for policy and practice are discussed. 相似文献
18.
《Early education and development》2013,24(2):199-214
This study examined low-income African American and European American preschoolers' socioemotional causal attributions. Forty-seven Young (M = 48 months) and Old (M = 62 months) preschoolers were asked to justify a puppet's current emotion and to talk about their past emotional experiences. Responses were coded for Causal Theme and Clarity. Old preschoolers were twice as likely to attribute interpersonal themes, and Young preschoolers were 4 times more likely to generate causal themes that were uncodeable. In terms of clarity, children provided clearer responses for anger and fear than they did for happiness. Old preschoolers' explanations for emotions were clearer than young preschoolers' and young African Americans', who had the most difficulty explaining emotions. Results indicate that younger preschoolers, particularly young African Americans, may need help articulating emotions. Suggestions for how adults can scaffold preschoolers' emotional reasoning are discussed. 相似文献
19.
There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. 相似文献
20.
This article describes the value of Piaget's equilibration theory for understanding characteristics of the young gifted child. Key elements of equilibration theory are discussed. Differences in the equilibration patterns in gifted children are described and application of equilibration to other than cognitive systems is considered. The article concludes with some ideas for teachers and parents to help gifted young children search for equilibrium. 相似文献