Learning from our own lessons: pre-service teachers’ narratives of teaching as an experiment     

Megan H. Wickstrom  Stephanie Wilm  Emily Mills  Alexis Johnson  Nicole Leonard  Raegan Larberg 《Educational Action Research》2018,26(1):42-58

Pre-service teachers need to develop habits of mind that allow them to grow as new teachers. This article describes an elementary mathematics methods course in which teaching as an experiment was used a framework for pre-service teachers to participate in action research by developing learning goals, observing and analyzing student thinking, hypothesizing and enacting teaching strategies, and reflecting on the effectiveness of a lesson. Through analysis of reflections and lesson plans, the article explores three groups of pre-service teachers’ reflections on teaching as well as their confidence across the semester. By treating lessons as experiments, the pre-service teachers were able to develop appropriate teaching responses over time as well as gain confidence in their abilities.  相似文献   

Developmental pathways from child maltreatment to peer rejection   总被引：7，自引：0，他引：7  

Bolger KE  Patterson CJ 《Child development》2001,72(2):549-568

Using a prospective longitudinal design, rejection by peers, aggressive behavior, and social withdrawal were examined among a representative community sample of 107 maltreated children and an equal number of non-maltreated children. Results revealed that chronic maltreatment was associated with heightened risk of rejection by peers. Chronically maltreated children were more likely to be rejected by peers repeatedly across multiple years from childhood to early adolescence. Maltreatment chronicity was also associated with higher levels of children's aggressive behavior, as reported by peers, teachers, and children themselves. Aggressive behavior accounted in large part for the association between chronic maltreatment and rejection by peers. Socially withdrawn behavior was associated with peer rejection, but did not account for the association between chronic maltreatment and peer rejection. These results held for both girls and boys, followed from childhood through early adolescence. Moreover, the links among chronic maltreatment, aggressive behavior, and peer rejection were already established by early school age. Implications of these results for developmental theory and intervention are discussed.  相似文献   

The effects of consequences on patterns of social interaction: a quasi-experimental approach to reinforcement in natural interaction     

J Snyder  G R Patterson 《Child development》1986,57(5):1257-1268

Research on social interaction has consistently documented the existence of mutual interdependencies between the behavior of 1 person and reactions to that behavior by others in the social environment. The concept of social reinforcement, although often used to explain acquisition and change in interaction patterns defined by such interdependencies, is difficult to apply to interaction observed in natural settings. On the basis of extended observation of the interaction of 2 mother-child dyads, the procedures needed to assess the effects of naturally occurring consequences on interactional patterns are detailed in this study. Reliable mother action-child reaction patterns were first identified, and the effect of maternal consequences for those patterns on the probability of their subsequent occurrence was assessed. Positive consequences were associated with increases, and negative consequences with decreases, in the probability of a child reacting to the next occurrence of the maternal action when compared to the base-rate probability of that action-reaction pattern. Thus consequences affect momentary shifts around the baseline probability of interactional patterns. Positive consequences were also associated with short-term increases, and negative consequences with short-term decreases, in the base-rate probability of interactional patterns.  相似文献   

Psychosocial Adjustment among Children Experiencing Persistent and Intermittent Family Economic Hardship   总被引：9，自引：0，他引：9  

Kerry E. Bolger  Charlotte J. Patterson  William W. Thompson  Janis B. Kupersmidt 《Child development》1995,66(4):1107-1129

Much research on family economic hardship and its effects on children has been cross-sectional in nature, has focused primarily on white children, and has assessed the impact of episodic rather than chronic economic difficulties. In contrast, the present research was designed to study outcomes associated with persistent economic hardship among a heterogeneous group of children over time. Results showed that, for both black and white children, a broad range of difficulties was associated with enduring economic hardship. Children who experienced persistent family economic hardship were more likely than those who did not to have difficulties in peer relations, show conduct problems at school, and report low self-esteem. Children who experienced intermittent family economic hardship fell between the other 2 groups. Connections between persistent economic hardship and psychosocial adjustment were more pronounced for boys than for girls. Consistent with suggestions by a number of investigators, the impact of economic hardship on children in the present sample was mediated in part by its association with parental behavior.  相似文献   

Assertive behavior in children: a step toward a theory of aggression   总被引：2，自引：0，他引：2  

G R Patterson  R A Littman  W Bricker 《Monographs of the Society for Research in Child Development》1967,32(5):1-43

  相似文献   

The effect of predictive cues on freezing in rats     

Robert C. Bolles  Alexis C. Collier 《Learning & behavior》1976,4(1):6-8

Rats were given five shocks over a 5-min period and then observed for 20 min. Much more freezing was observed in animals that remained in the shock situation than in animals moved to another situation. Freezing, therefore, seems to be controlled primarily by external shock-related cues. Freezing appears to be also partly controlled by the inherent stimulus properties of the situation.  相似文献   

Taking school to the fairgrounds     

J Patterson 《Special education: forward trends》1984,11(1):14-15

  相似文献   

Implementing and assessing use-drive acquisitions: A practical guide for librarians,by Steven Carrico,Michelle Leonard,and Erin Gallagher. Lanham,MD: Rowman & Littlefield, 2016. 176 p. $65.00. ISBN 978-1-4422-6276-8.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(1):90-91

  相似文献   

Marketing for Special and Academic Libraries: A Planning and Best Practices Sourcebook,by Valerie S. Gordon and Patricia C. Higginbottom. Lanham,MD: Rowman & Littlefield, 2016. 178 pp. $38.00. ISBN 978-1-4422-6270-6.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(3):275-276

  相似文献   

Bridging the Gap: Supporting Beginning Science Teachers     

Julie A. Luft  Nancy C. Patterson 《Journal of Science Teacher Education》2002,13(4):267-282

  相似文献