Home Visiting Among Inner-City Families: Links to Early Academic Achievement     

Angela Nievar  Amber L. Brown  Laura Nathans  Qi Chen  Veronica Martinez-Cantu 《Early education and development》2018,29(8):1115-1128

This study examines the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters, on students from mostly low-income, Latino families (n = 254). Children who were in the home visiting program during their early years were compared with a similar demographic group who participated in prekindergarten in the same inner-city area but did not participate in home visiting. Data linked participation in home visiting to state test scores and other information from public schools through the end of elementary school. Research Findings: Secondary data analyses tested for intervention effects on reading and math achievement in an urban school district using 4 waves of data covering kindergarten through 5th grade. Growth curve modeling showed that participation in home visiting predicted higher academic achievement through the 5th grade. Practice or Policy: Parent-focused intervention during early childhood appears to have a lasting impact on children’s achievement. In addition to parent engagement, quality school curriculum and quality instruction affect achievement in elementary school. A comprehensive curriculum focus throughout the early school years should be implemented regardless of preparation for high-stakes testing.  相似文献   

The Play-Literacy Interface in Full-day Kindergarten Classrooms     

Angela Pyle  Jessica Prioletta  Daniel Poliszczuk 《Early Childhood Education Journal》2018,46(1):117-127

The increasing accountability framework in Kindergarten education has put pressure on teachers to ensure that students reach certain literacy milestones before proceeding to the subsequent grade. One result of this shift is a tension between an emphasis on academic learning and the use of developmentally appropriate practices, such as play. However, there is evidence that play can be an effective context for literacy development. This study investigated the enacted integration of literacy learning and play-based pedagogies. Semi-structured interviews with 12 teachers who taught using a play-based Kindergarten program revealed differences in their beliefs about the role of play for literacy learning. Two groups of teachers emerged from the data analysis. The play and development group. Consisted of five teachers who dichotomized play and learning while the integrated play and learning group consisted of seven teachers who combined play and learning. Teachers in the play and development group expressed the concept that play may not be the best approach for literacy learning and were less likely to integrate the two. Teachers in the integrated play and learning group believed play was important for children’s literacy learning and articulated a range of strategies for integration. Classroom observations of children’s play showed evidence of more literacy-play integration by students in the integrated play and learning group. Teachers in this group were also more likely to become involved in children’s play, which supported children’s literacy engagement during play. Although there were differences in play-literacy integration between the groups, all teachers expressed challenges associated with implementing a play-based learning program.  相似文献   

Learning to Draw and Drawing to Learn     

Angela Anning 《The International Journal of Art & Design Education》1999,18(2):163-172

Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away.  相似文献   

Introduction     

Angela M. O'Donnell 《Educational Psychology Review》1998,10(1):1-2

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Incorporating evidence-based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large-scale program     

Grace S. Hubel  John L. Cooley  Angela D. Moreland 《Psychology in the schools》2020,57(5):735-756

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Marginalized discourses and pedagogies: Constructively confronting science for all     

Angela Calabrese Barton  Margery D. Osborne 《科学教学研究杂志》1998,35(4):339-340

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Perpetuation of Whiteness Ideologies in U.S. College Student Discourse     

Angela L. Putman 《Journal of Intercultural Communication Research》2017,46(6):497-517

Utilizing discourse from college students who participated in a three-day seminar on systemic racism, intersectionality, and white privilege, this study examines and critiques ideologies within college students’ discourse that are foundational to whiteness. Three ideological discourses emerged before, during, and after the seminar – Liberal Pluralism, Meritocracy, and “Reverse Racism.” The discourses were analysed using Critical Discourse Analysis and findings are presented from the study that include the implications of ideological discourses that perpetuate the pervasiveness of whiteness and white privilege. The paper concludes with implications for communication scholars and educators, most specifically those who teach intercultural communication.  相似文献   

COVID-19 reinfection in the presence of neutralizing antibodies     

Ju Zhang  Nan Ding  Lili Ren  Rui Song  Danying Chen  Xuesen Zhao  Budong Chen  Junyan Han  Jiarui Li  Yangzi Song  Lin Di  Kai Han  Fengting Yu  Ruming Xie  Zhihai Chen  Wen Xie  Jingyuan Liu  Shan Cen  Yuhai Bi  Angela R Wu  Fujie Zhang  Chen Chen  Hui Zeng 《国家科学评论(英文版)》2021,8(4)

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