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71.
Touch your toes! Developing a direct measure of behavioral regulation in early childhood 总被引:6,自引:0,他引:6
Claire E. Cameron Ponitz Megan M. McClelland Abigail M. Jewkes Carol McDonald Connor Carrie L. Farris Frederick J. Morrison 《Early childhood research quarterly》2008
Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings. 相似文献
72.
Amity Noltemeyer Claire Kunesh Erin Harper Darrel R. Davis 《Psychology in the schools》2021,58(1):89-106
Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice. 相似文献
73.
Claire Evans 《Journal of Education & Work》2016,29(3):263-283
An important driver of change in work, employment and skills is European Union policy aims of sustainable economic growth and the cultivation of a green economy. Part of the latter – which is supported by increasing environmental regulation – focuses on the development of a ‘green skills agenda’, which involves the ‘greening’ of existing occupations as well as meeting the skill needs of new environmental sectors and occupations. In this paper, we compare attempts to ‘green’ work and skills through an examination of engineering apprenticeships within the German and British steel industries. We argue that efforts to ‘green’ skills are taking place at varying degrees of intensity, mostly because of variations in institutional context. The evidence we present suggests that implementation of change is much more dynamic in the context of Coordinated Market Economies such as Germany, where development is shaped by robust VET frameworks and wider processes of environmental innovation. In contrast, within Liberal Market Economies such as the UK, there are significant barriers to the vision for and investments in skills generally, as well as those necessary for greening the labour process, with an extant development paradigm that is driven by short-term benefits and a limited focus on environmental compliance. 相似文献
74.
Li Jessica Wong Seohyun Claire Yang Xue Bell Allison 《Educational technology research and development : ETR & D》2020,68(1):485-510
Educational technology research and development - How should learner analytics and different media be used to optimize feedback to increase students’ motivation and sense of learning... 相似文献
75.
76.
Stuart Watt Claire Simpson Chris McKillop Viv Nunn 《Assessment & Evaluation in Higher Education》2002,27(4):325-337
This paper discusses an electronic course survey system designed to support evaluation of a modular programme in management taught through distance education. The scale and communication issues raised by distance education, when compounded by a complex rolling modular programme, make conventional evaluation complicated, slow and expensive. To overcome these problems, an automated evaluation process was introduced, partly based on web-based surveying, but significantly emphasising the reporting process and allowing performance indicators and complex analyses to be embedded in high quality word-processed reports, that can be quickly and easily generated after each presentation of a module. The paper discusses the system and the impact that it has had on the evaluation process, before looking to future opportunities for developments in this field, and discussing some of the implications - both expected and unanticipated - that have come out of using automation in the evaluation process. 相似文献
77.
Amanda C. La Guardia Robert J. Cramer Claire N. Bryson Kelly Emelianchik‐Key 《Journal of College Counseling》2020,23(1):57-70
Nonsuicidal self‐injury (NSSI) is a maladaptive coping strategy that is of significant clinical concern for behavioral health professionals in college settings. Relationships between NSSI, acquired capability for suicide, interpersonal cognitions, and five‐factor model personality traits were assessed in a survey‐based study that included 192 young adults in a college setting. Results indicated that those with an affirmative suicide attempt history, greater acquired capability for suicide, and elevated neuroticism had an increased likelihood of lifetime NSSI. 相似文献
78.
Effects of prenatal cocaine exposure and parental versus nonparental care on outcome at 2 years of age were examined. The sample included 83 cocaine-exposed and 63 nonexposed children and their caregivers; 49 and 34 of the cocaine-exposed children experienced parental and nonparental care, respectively. Prenatal drug exposure was not related directly to children's outcome at 2 years of age. However, compared with cocaine-exposed children in parental care, those in nonparental care experienced a more optimal environment and performed better in several developmental domains at 2 years of age in spite of being at greater neonatal risk. Further analyses suggested that this protective effect of nonparental care was in part due to nonkin rather than kin care. 相似文献
79.
ABSTRACT In this article, we focus on the transformations imposed on schools by individual parents, arguing that schools as modern organisations change not only through top-down pressures orchestrated by an array of international organisations, for-profit companies and media as shown in previous research, but also through the agency of mobile parents, who seek to import reforms from elsewhere, based on their previous schooling experiences abroad. We focus on a specific group of middle class parents, who are continuously mobile, moving between global cities for employment. This paper brings into the discussion the role of individual parental strategies as they seek to promote education policy-borrowing. By applying the theoretical lens of stakeholder identification and salience, using a multi case study research design, we suggest that parents express high levels of power, legitimacy and a sense of urgency, thus being able to successfully advocate for change. We argue that while exploring organisational reform occurring due to the globalisation of education, we must view parents as central actors in this new space. 相似文献
80.
The Discrepancy Hypothesis posits that childrenearly in the acquisition process read visually(holistically) and spell phonologically. Thisclaim was examined and rejected. Weinvestigated reading and spelling in Grade 1and Grade 2 children using controlled nonwordand word materials with a variety oforthographic patterns. While reading andspelling were strongly correlated even amongthe younger readers, discrepancies betweenperformance levels occurred in both directions. Children's responses were affected by wordcharacteristics and whether or not theyreceived school phonics instruction. Phonologically complex words, such as thosecontaining consonant clusters, wereparticularly difficult for Grade 1 children toread, while words that were difficult to spellcorrectly but not to read tended to havemultivalent mappings from sound to spelling.The generation of reading responses tospecially selected nonwords was affected byboth implicit and explicit phonological sourcesof knowledge. Orthographic knowledge gained inspelling did not always transfer to reading,and vice versa. 相似文献