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1.
Emotion-Related Parenting Styles (ERPS): A Short Form for Measuring Parental Meta-Emotion Philosophy
Ashley D. Paterson Amy Camodeca Jacqueline Goodwin Julie Hakim-Larson Sylvia Voelker 《Early education and development》2013,24(4):583-602
Research Findings: Parents’ meta-emotion philosophy guides their approach to teaching their children about emotions (J. M. Gottman, L. F. Katz, &; C. Hooven, 1997) and is measured with the Emotion-Related Parenting Styles Self-Test–Likert (Gottman et al., 1997, modified by J. Hakim-Larson, A. Parker, C. Lee, J. Goodwin, &; S. Voelker, 2006). The purpose of this study was to explore the underlying structure of this measure, develop a short form, and assess its psychometric properties. In a sample of 107 parents of typically developing children, principal factor extraction with a direct oblimin rotation (delta = 0) identified 3 factors: emotion coaching, parental acceptance of negative emotion, and parental rejection of negative emotion. In a sample of 107 parents of children with developmental disabilities, a 4th factor was identified: feelings of uncertainty/ineffectiveness in emotion socialization. The 4-factor, 20-item short form showed good validity and reliability, with Cronbach's alphas ranging from .70 to .80. Practice or Policy: This short form is a practical means of assessment and may be used to identify parents of typically developing children who perceive similar challenges with their children's emotions as do parents who have children with developmental disabilities. The discussion centers on potential emotion-related parenting practices and the identification of children at risk for emotion regulation difficulties. 相似文献
2.
George H. Sage 《Quest (Human Kinetics)》2013,65(3):313-315
The number of positive youth development (PYD) programs focusing on providing opportunities for optimal development has grown tremendously in recent years (Catalano, Berglund, Ryan, Lonczak, &; Hawkins, 2004). Larson and Walker (2010) assert that it is important to understand challenges program leaders face when implementing programs and strategies they use to overcome such challenges. However, little research or discussion in the literature has focused on the everyday challenges of implementing youth programs. Therefore, the purpose of this article is to present four case studies of programs implemented in four different countries designed to enhance the psychosocial development of underserved youth using the Teaching Personal and Social Responsibility Model and/or life skills framework. Each case study is presented with a forthright discussion of the challenges faced and the strategies implemented to overcome these challenges. In addition, we offer potential strategies for furthering collaboration with nongovernmental organizations, enhancing program implementation, and transferring program ownership. 相似文献
3.
Mary E. Yakimowski Michael Faggella-Luby Yujin Kim Yan Wei 《Journal of Education for Students Placed at Risk》2016,21(2):118-128
Numerous research studies (e.g., Anderson, Kutash, &; Duchnowski, 2001; Lane, Carter, Pierson, &; Glaeser, 2006; Volpe, Dupaul, Jitendra, &; Tresco, 2009; Wei, Blackorby, &; Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications. 相似文献
4.
Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010; Mitton-Kukner, Nelson, &; Descrochers, 2010; Spencer, Cox-Petersen, &; Crawford, 2005). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience. 相似文献
5.
Compositional effects of scholarly culture classroom/school climate on civic knowledge scores of 9th graders in the United States were examined using the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education Study data. Following Evans et al. (2010, 2014), we conceived that the number of books at home, referred to as the home literacy score by IEA, can be an index of scholarly culture of the student's home, and its aggregated average constitutes scholarly culture of the classrooms/schools. The results obtained through multilevel analysis indicated that there were indeed large unique compositional effects and its effect size was comparable to that of mean parent education, individual level scholarly culture, and parent education. Implications of the results in terms of educational policy were discussed. 相似文献
6.
Corina R. Kaul Kimberly A. Hardin A. Alexander Beaujean 《Christian Higher Education》2017,16(3):172-187
Concern regarding the secularization of Christian higher education has prompted researchers to investigate the extent that faith and learning is integrated at a faculty level and what factors might predict faculty integration (Lyon, Beaty, Parker, &; Mencken, 2005). This research attempted to replicate Lyon et al.’s (2005) logistic regression model predicting faculty integration of faith using survey responses gathered as part of Phase II of the Council for Christian Colleges &; Universities (CCCU) Denominational Study (Rine, Glanzer, &; Davignon, 2013). Respondents included 2,074 faculty from 55 institutions. The first model used in this study suggested that the most powerful predictors of faculty integration are full-time employment status, earning a degree from an institution that shares the same denominational affiliation, and a match between the faculty member's religious denominational affiliation and the institutional affiliation. A second logistic regression model added faculty academic specialization as a predictor of integration to investigate if that model was a better fit. Results suggested that religion and philosophy instructors are the most likely to integrate faith into their teaching, and professors specializing in computer science, math, and engineering were the least likely. As faculty are considered the primary influence on the integration of faith and learning, existing faculty and institutional administrators concerned with maintaining faith in the classroom may want to consider the contributing factors discussed. 相似文献
7.
The authors' aim was to examine the relation between two-digit mental multiplication and working memory. In Study 1, involving 30 fifth-grade students, we used digit span backward as an abbreviated measure of working memory. In Study 2, involving 41 fourth-grade students, working memory comprised measures of phonological loop, visuospatial sketchpad, and central executive (i.e., updating) based on A. Miyake et al. (2000). In Study 1, working memory measured through the use of digit span backward explained unique variance in response time. In Study 2, participants' accuracy and response time were most susceptible to phonological loop influence. The findings support the argument that multiplication facts are stored in a verbal form and the retrieval of multiplication facts relies more on verbal modality. Unique features of Chinese mathematics instruction of mental multiplication were discussed. The findings suggested that the involvement of different subcomponents of working memory in mental arithmetic may be subject to instructional, contextual, and linguistic factors. 相似文献
8.
DAVID C. GEARY 《教育心理学家》2013,48(3):198-201
Alexander, Schallert, and Reynolds's (2009/this issue) what, where, who, and when framework situates different perspectives on learning in different places in this multidimensional space and by doing so helps us to better understand seemingly disparate approaches to learning. The framework is in need of a fifth, why dimension. The why dimension helps to place learning within an evolutionary and cultural perspective and to better understand students' motivation to learn and their preferences for what, where, and how to learn. 相似文献
9.
Christopher D. Slaten Roberto C. Rivera Daniel Shemwell Zachary M. Elison 《Journal of Education for Students Placed at Risk》2016,21(2):129-142
A growing body of research suggests educators need to focus on cultivating social and emotional competencies that youth will need to thrive in the new knowledge economy (Durlak, Weissberg, Dymnicki, Taylor, &; Schellinger, 2011). For marginalized urban youth, in particular, few have derived programs and interventions to assist with these competencies. This study illuminates the perspectives of 9 African American youth at risk for academic failure taking part in the Fulfill the Dream (FTD) program. FTD is a social and emotional learning curriculum emphasizing social justice and critical consciousness through the utilization of hip-hop culture. Information regarding the nature of the collaboration of this research project and recommendations for education professionals working with marginalized youth are discussed. 相似文献
10.
Brittany Rhoades Cooper Julia E. Moore C. J. Powers Michael Cleveland Mark T. Greenberg 《Early education and development》2014,25(8):1248-1264
Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti &; J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, &; C. Snow, 2012). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro &; R. C. Pianta, 2000), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007). Using data from the national Early Childhood Longitudinal Study–Kindergarten Cohort, we found that subgroups of children with a combination of low/average reading skills and higher levels of social skills (86% of the sample) in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten. In contrast, children who were very strong early readers (14% of the sample), regardless of their level of social skills, performed similarly on the 5th-grade academic outcomes. Practice or Policy: Implications for early education and policy are discussed. 相似文献
11.
Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, &; J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic performance in 2nd grade. More specifically, we expand on the current literature and evaluate whether 2 types of fine motor skills—fine motor object manipulation and fine motor writing—predict academic achievement above and beyond the effects of demographic characteristics and early language and cognition skills. Results indicate that performance on both fine motor writing and object manipulation tasks had significant effects on 2nd-grade reading and math achievement, as measured by grades and standardized test scores. Stronger effects were yielded for writing tasks compared to object manipulation tasks. Practice or Policy: Implications for researchers and early childhood practitioners are discussed. 相似文献
12.
Evaluators are frequently asked to assess the effectiveness of school programs implemented to improve academic achievement. School connectedness has been shown to be directly related to academic achievement (McNeely, Nonnemaker, &; Blum, 2002) and is therefore of interest to evaluators. The construct of school connectedness has been shown to consist of 3 elements: connectedness to adults in schools, connectedness to peers, and connectedness to the school (Karcher &; Lee, 2002). This paper reports the psychometric properties and factor analyses findings from a School Connectedness Scale (SCS) given to adolescents in 2 very different high schools in the Northeast, one a large urban school and one a medium-sized suburban school. The results indicate that the SCS is highly reliable with a stable factor structure across diverse populations. The broad applications of use for the instrument are discussed. 相似文献
13.
Mary F. Lamar Dr. Jennifer Anne Wilhelm Merryn Cole 《The Journal of educational research》2018,111(1):108-123
The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, &; Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel &; Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn. 相似文献
14.
《The Journal of educational research》2012,105(3):196-200
ABSTRACT Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008), is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used. 相似文献
15.
Ageing anxiety is the expression of peoples' fear of ageing (Lynch, 2000). Despite greater longevity in the population, there is a lack of research into this aspect of life (Lasher &; Faulkender, 1993). This research explored fears of ageing across four dimensions: Fear of Old People, Physical Appearance, Psychological Concerns, and Fear of Losses. Three hundred and forty eight participants aged 18–88 participated in an online survey. Findings were: (a) men and women have different fears of ageing; (b) greater quality contact is related to less ageing anxiety; (c) poor health is related to greater ageing anxiety, (d) ageism, defined by Nelson (2005) as prejudice toward ageing is positively correlated with ageing anxiety. The implications of these findings are that better quality contact and more positive attitudes toward ageing are associated with less ageing anxiety. As such, possible key target areas in developing appropriate interventions are provided, with hope to prepare adults of all ages for the inevitable—life is a terminal illness, so enjoy while you can. 相似文献
16.
Alphonse Chapanis 《Journal of Experimental Education》2013,81(3):246-248
Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, &; Ryan, 1999; Lepper, 1988). This may be because the effects of reward-removal are not typically assessed in studies of cooperative learning whereas they typically are in studies of individuals. Alternatively, rewards and their removal might function differently for groups than individuals. The present study tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals. Results showed a significant interaction where dyads increased their performance after reward-removal, while individuals showed a decrease on difficult transfer questions. 相似文献
17.
ROGER SÄLJÖ 《教育心理学家》2013,48(3):202-208
Over the past decades research on learning has become more diverse and complex. The concern expressed by Alexander, Schallert, and Reynolds (2009/this issue) is that this diversity of theoretical perspectives has resulted in a fragmentation that is destructive to the field. Although it is important to engage in explicit discussions of how learning is construed in different traditions, Alexander et al. do not give sufficient recognition to the significant epistemological and theoretical differences between traditions; differences that make them incompatible in important respects, for instance, with respect to their units of analysis. An acceptance of incompatibilities in perspectives is not necessarily a problem. In fact, such a situation may, if the debates are grounded in a mutual acceptance of the diverse manners in which knowing and learning may be theorized, give us a richer frame of reference from which to analyze learning in its various manifestations in complex societies. 相似文献
18.
Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes. 相似文献
19.
Rachel E. Schachter 《Early education and development》2013,24(8):1057-1085
Research Findings: The goal of this study was to examine empirical research on the design, delivery, and measurement of the effects of professional development (PD) for early childhood educators in order to provide insight into what the field has accomplished as well as suggest directions for future PD programs and research. Through the use of rigorous inclusion criteria outlined by S. M. Wilson, R. E. Floden, and J. Ferrini-Mundy (2001), 73 studies were included and analyzed. On average, 25% (M = 12.68, SD = 9.99) of references in each study were specifically about PD. The majority of studies (n = 39) targeted some form of language and literacy instruction, whereas only 5 studies targeted math and 1 study targeted science. A total of 35 different delivery mechanisms were used to provide PD, with 40 studies including some form of coaching and 45 including training workshops. The studies used a wide range of methods to measure PD-related outcomes: 51% (n = 37) of studies examined changes in teacher practice, 18% (n = 13) measured changes in teachers’ knowledge, 40% (n = 29) measured changes in children’s learning, and 11% (n = 8) measured changes in children’s behavior. Practice or Policy: Based on the results of this study, there are 4 major ways in which PD for early childhood educators can be developed. Researchers and providers of PD should (a) continue to draw from multiple resources to inform PD implementation designs, (b) include more diversity in the content of instruction targeted by PD, (c) experiment with innovative formats for delivering PD, and (d) create better means of evaluating PD. 相似文献
20.
《The Journal of educational research》2012,105(4):264-271
ABSTRACT The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl &; K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students. 相似文献