The development of reading interest and its relation to reading ability     

John R. Kirby  Angela Ball  B. Kelly Geier  Rauno Parrila  Lesly Wade‐Woolley 《Journal of Research in Reading》2011,34(3):263-280

The development of interest in reading and its relationship to reading ability was examined longitudinally in 117 children in Grades 1–3. Interest in reading was measured by eight items from the Elementary Reading Attitude Survey. Less able readers had lower interest in reading, but their development was parallel to that of more able readers. Interest in reading in Grade 1 was weakly correlated with Grade 3 reading ability, but correlations were lower for interest measured in Grades 2 and 3. Hierarchical regression analyses indicated weak and inconsistent effects of reading interest on reading ability after controlling general cognitive ability, SES, phonological awareness and naming speed. It is concluded that interest in reading has only a weak relationship to reading ability in the early elementary years, and that much of that relationship overlaps with the effects of other more powerful predictors.  相似文献   

An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students     

Blake Hendrickson  Devan Rosen R. Kelly Aune 《Int J Intercult Relat》2011,35(3):281-295

International students continue to grow in number worldwide, prompting researchers to look for ways to make the study abroad experience more fruitful. One avenue of research has focused on friendship formation, the significant role it plays in the study abroad experience, and the unique friendship combinations made possible by the study abroad experience. International students form friendships with individuals from their own country, from other countries, and from the host country. Research has found that international students often have more friends from their home country; however, research has also demonstrated a relationship between having more host country friends and satisfaction, contentment, decreased homesickness, and social connectedness. The current study looks to further explore these relationships through a social network lens by examining friendship network ratios, strength, and variability of the three friendship groups. A friendship network grid was developed to assess where international students’ friends are from and how strong those friendships are. Eighty four international students completed a survey examining the relationship between friendship networks, social connectedness, homesickness, contentment, and satisfaction. Contrary to prior research, international students did not report having a higher ratio of individuals from their home country in their friendship networks. However, international students with a higher ratio of individuals from the host country in their network claimed to be more satisfied, content, and less homesick. Furthermore, participants who reported more friendship variability with host country individuals described themselves as more satisfied, content, and more socially connected. Implications and directions for future research are discussed.  相似文献   

“I Managed It Pretty Good”: Birth Narratives of Adolescent Mothers     

Tracy R. Nichols  Margaret Brown  Sheryl L. Coley  Allyson Kelley  Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88

The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population.  相似文献   

Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R     

Karen M. La Paro  Amy C. Williamson  Bridget Hatfield 《Early education and development》2014,25(6):875-893

Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period.  相似文献   

Unvarnished Documentation: A Dialogue Between Teacher and Parent in Understanding a Child's “Bad” Behavior     

Liana Laughlin  Terri Turner 《The New Educator》2014,10(1):77-84

Teachers are often asked to fill out progress reports that include check marks indicating if a child has met certain criteria. While this document offers a superficial glance at knowing a child, it is often the only kind of “assessment” a parent receives. The authors, a daycare teacher and a parent of Rosa, “the mean girl” in the daycare, show how the teacher's daily, unvarnished observations of Rosa and her daycare peers are written and shared publicly in a way that not only helps Rosa's mother gain profound new understandings of her daughter but also helps create a trusting community.  相似文献   

Predictors of developmentally appropriate classroom practices in kindergarten through third grade   总被引：2，自引：0，他引：2  

Kelly L. Maxwell  R. A. McWilliam  Mary Louise Hemmeter  Melinda Jones Ault  John W. Schuster 《Early childhood research quarterly》2001,16(4)

This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.  相似文献   

Creating a Web-accessible,point-of-care,team-based information system (PoinTIS): the librarian as publisher     

Suzetta C. Burrows  Kelly M. Moore  Henry L. Lemkau  Jr. 《Journal of the Medical Library Association》2001,89(2):154-164

The Internet has created new opportunities for librarians to develop information systems that are readily accessible at the point of care. This paper describes the multiyear process used to justify, fund, design, develop, promote, and evaluate a rehabilitation prototype of a point-of-care, team-based information system (PoinTIS) and train health care providers to use this prototype for their spinal cord injury and traumatic brain injury patient care and education activities. PoinTIS is a successful model for librarians in the twenty-first century to serve as publishers of information created or used by their parent organizations and to respond to the opportunities for information dissemination provided by recent technological advances.  相似文献   

Technology at Washington University School of Medicine Library: BACS, PHILSOM, and OCTANET     

S Crawford  M F Johnson  E A Kelly 《Bulletin of the Medical Library Association》1983,71(3):324-327

A brief overview of the Bibliographic Access and Control System developed by the Washington University School of Medicine Library is presented. Because the system has been described in two previous reports, this paper focuses on its relationship to other automated programs (i.e., PHILSOM and OCTANET), education of users, evaluation of the system, and outreach to the medical center. In operation for more than two years, BACS represents the computerization of much of the managerial and operational functions of the library, and marks the completion of stage 1 of the three stages of library evolution described in the AAMC report Academic Information in the Academic Health Sciences Center: Roles for the Library in Information Management.  相似文献   

Beyond the online catalog: developing an academic information system in the sciences     

S Crawford  B Halbrook  E Kelly  L Stucki 《Bulletin of the Medical Library Association》1987,75(3):202-208

The online public access catalog consists essentially of a machine-readable database with network capabilities. Like other computer-based information systems, it may be continuously enhanced by the addition of new capabilities and databases. It may also become a gateway to other information networks. This paper reports the evolution of the Bibliographic Access and Control System (BACS) of Washington University in end-user searching, current awareness services, information management, and administrative functions. Ongoing research and development and the future of the online catalog are also discussed.  相似文献   

The open air school movement in Sheffield     

Turner DA 《History of education》1972,1(1):58-80

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