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This study used cross‐lagged modeling to examine reciprocal relations between maternal and paternal harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Data were from a sample of 976 two‐parent families and their children (51% males; 54% European American, 40% African American). Mothers’ and fathers’ harsh verbal discipline at age 13 predicted an increase in adolescent conduct problems and depressive symptoms between ages 13 and 14. A child effect was also present, with adolescent misconduct at age 13 predicting increases in mothers’ and fathers’ harsh verbal discipline between ages 13 and 14. Furthermore, maternal and paternal warmth did not moderate the longitudinal associations between mothers’ and fathers’ use of harsh verbal discipline and adolescent conduct problems and depressive symptoms. 相似文献
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Parents’ and teachers’ beliefs about children’s school readiness in a high-need community 总被引：1，自引：0，他引：1
Chaya S. Piotrkowski Michael Botsko Eunice Matthews 《Early childhood research quarterly》2000,15(4):537
This study compared the beliefs of preschool teachers, kindergarten teachers, and parents in one mostly Hispanic and Black high-need urban school district to learn their views of what children should know and be able to do at kindergarten entry. Beliefs regarding the importance of 12 school readiness “resources” were assessed with the CARES survey designed for this study. Parents held remarkably similar beliefs, regardless of ethnicity or education. Parents and teachers also agreed that children must be healthy and socially competent, and be able to comply with teacher authority, although parents rated this latter resource higher. However, parents rated all classroom-related readiness resources as more important than teachers did. They believed it was necessary for a child to be able to communicate in English and to have basic knowledge and skills, which was more important than a child’s approach to learning. Preschool teachers also believed that knowledge was more important than kindergarten teachers did. Directions for further research and implications for policy and practice are discussed. 相似文献
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Being ‘nuff’ and ‘scudding class’: exploring girls’ and boys’ perceptions of popularity,gender and achievement in Antiguan secondary schools 
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下载免费PDF全文 Mary Cobbett 《British Educational Research Journal》2014,40(1):45-62
This paper will report on the findings from classroom observations and focus group discussions conducted on the topic of popularity and fitting in at school with girls and boys from four government secondary schools in Antigua. The findings show that whilst boys did experience difficulties negotiating academic success and acceptable masculinities, the consensus was that popularity was associated with low achievement for both girls and boys. However, there was evidence that some girls were able to work hard and maintain better peer relations than other high achieving students, but that this ‘balancing’ required conformity to hetero‐feminine norms as well as the espousal of rigid views about what girls can and can't do. This suggests that real equality is far from being reached. 相似文献
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Hostile attribution bias (HAB) has been shown to predict aggressive behavior, especially toward peers. The current study examined whether HAB is also related to conflict with teachers, an important predictor of academic and social success in school‐aged children. A total of 282 second to fourth grade boys in 74 classrooms completed a self‐report measure of HAB toward teachers, while their teachers assessed conflict in the teacher–student relationship. Results supported the presence of a positive relationship between HAB toward teachers and conflict with teachers. These findings suggest that HAB toward teachers may be an indicator of difficulties and, pending further research, a potential avenue for intervention to improve teacher–student relationships. 相似文献
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Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies 下载免费PDF全文
下载免费PDF全文 The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data obtained from 190 schoolteachers to explore the effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies (empathic listening and empowering and normalizing messages). The analysis indicated an indirect effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies. The results and their implications are discussed. 相似文献
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Fiona Richards-Kamal 《English in Education》2008,42(1):53-69
This article explores how exam criteria require pupils to engage with texts at once 'personally' and 'critically'. It theorises this dichotomy, suggesting problems it presents in a classroom. Observing that dwindling opportunities for creative writing impede personal engagement, it considers the possibilities suggested by the imaginative writings of two pupils for resolving the dichotomy. 相似文献
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Anthony Kelly 《British Educational Research Journal》2012,38(6):977-1002
This paper introduces a Gini‐type index for measuring ‘attainment equity’ in schools; that is to say, how far a school (or group of schools) is from having a ‘fair’ proportion of its examination success attributable to a fair proportion of its student population. Using data from the National Pupil Database, the Index is applied to more than 20,000 students with matched attainment records at KS2 and KS4 in two ‘statistical‐neighbour’ local authorities in England, capturing the extent to which they are meeting a public policy notion of equity. It is then combined with existing contextual value added measures to analyse school and local authority performance in terms of both attainment equity and context. 相似文献
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Jacqueline Lynch 《Journal of Research in Reading》2002,25(1):54-67
This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement. 相似文献
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This article scrutinizes the solutions of real-world problems by pupils and the evaluations of these by their teachers in a semi-rural school in Zimbabwe. Generally, real-world problems are solved as if these are standard problems expecting a solution and a correct answer. In most cases, the solutions of the pupils are considered correct by the teachers thereby suggesting teachers’ unfamiliarity with the nature of these problems. There is not much variation in the solution approaches among pupils as well as between pupils and teachers. As assessment in many ways dictates teaching, it is suggested to incorporate continuous assessment into the system, which should include more open ended tasks from real-world contexts. This may encourage teachers to include the same in their day to day teaching. 相似文献
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Ronald Barnett 《Higher Education Quarterly》1998,52(1):7-21
The Dearing Report on higher education in the UK places itself in the context of 'he learning society' It notes a world of change and unpredictability and looks to higher education to assist in the development of the 'nation's people' so as 'to sustain a competitive economy'. To this end, the Report places significance upon 'learning'and the need for learners to be 'enthused' However, the Report also places a heavy emphasis on the need to develop a range of 'skills' thereby falling back onto assumptions of stability – of situations and human responses – which an unpredictable world denies. The Report offers a view of higher education 'in' a learning society, responding to given and understood parameters of change. It could, instead, have offered a vision of higher education developing human dispositions capable of creatively helping to generate an uncertain but reflexive world. That would have been a higher education 'or'a learning society. 相似文献
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The study focuses on teachers’ perceived certainty, a concept which is understood as being made up of didactic, practical and relational certainty, and its relationship with teacher collaboration, role ambiguity and job satisfaction. Analyses draw on data from 1153 Norwegian elementary and junior high school teachers. Results indicate that there are statistically significant differences between the two subgroups of teachers concerning collaboration and job satisfaction. Furthermore, interesting differences regarding relations between collaboration and teacher certainty are found. Teachers in this study also report most collaboration on planning lessons, but little collaboration on activities one would expect to enhance self-awareness and reflection. A structural equation model involving relationships between all variables is tested and results reveal good fit indices. 相似文献
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Relationship of teachers’ ratings of kindergarteners’ 21st century skills and student performance 下载免费PDF全文
下载免费PDF全文 This study investigated the relationship of kindergarten teachers’ ratings of their students’ 21st century skills (college readiness skills) with students’ behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers’ ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers’ ratings of students’ persistence and cognition behaviors were significantly associated with students’ academic performance. Teachers’ persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers’ externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students’ 21st century skills with kindergarteners. 相似文献