How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion     

Courtney A. Zulauf‐McCurdy  Katherine M. Zinsser 《Psychology in the schools》2021,58(1):69-88

Rates of expulsion from early care and education settings (e.g., childcare and preschool programs) exceed those in K‐12, and relatively little is known of how to prevent such disciplinary decisions. In addition, expulsion disproportionately affects children of color, especially boys. The present study explores a potential protective strategy existent in all early care and education settings, the parent–teacher relationship. Surveys with early childhood teachers (N = 295) outline the association between teachers' perceptions of the parent–teacher relationship and a child's risk for expulsion. Findings indicate that teachers' perceptions of high‐quality parent–teacher relationships are related to a lower risk for expulsion for children who have not been expelled, with the strongest association found for Black children. In contrast, for children identified as previously expelled, we found no association between teachers' perceptions of the parent–teacher relationship and future expulsion risk. Each finding will be described in detail with an eye towards implications and intervention.  相似文献   

Editorial     

Sharon Dyas-Correia  Courtney McAllister 《期刊图书馆员》2019,75(1-4)

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What makes the difference? An analysis of a reading intervention programme implemented in rural schools in Cambodia     

Jane Courtney 《Compare》2014,44(3):416-434

This article compares the existing single-strategy approach towards the teaching of early literacy in schools in rural Cambodia with a multiple-strategy approach introduced as part of a reading intervention programme. Classroom observations, questionnaires and in-depth interviews with teachers were used to explore teachers’ practices and attitudes. Research was also conducted into the nature of the Khmer language. These preparations informed the design of the programme implemented in 127 rural schools. The success of the intervention was evaluated through classroom observations and a survey of teachers. Pupils’ reading was assessed in a sample of the intervention schools and compared with a sample of pupils in schools without the intervention. Results showed that most teachers in Cambodia use a one-strategy approach to teaching reading but that reading competence remains poor. In comparison, the assessment of pupils following the training of teachers in a multiple-strategy approach showed a marked improvement in their reading.  相似文献   

Support,belonging, motivation,and engagement in the college classroom: a mixed method study     

Sharon Zumbrunn  Courtney McKim  Eric Buhs  Leslie R. Hawley 《Instructional Science》2014,42(5):661-684

This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the first, quantitative phase, two hypothesized models of student belonging and motivation were tested. In line with the Self-System Model of Classroom Support for Motivation (Connell and Wellborn, in: Gunnar and Sroufe (eds.) Minnesota Symposium on Child Psychology: Self-processes and Development, 1991), Model 1 hypothesized student belonging and motivation to be directly predicted by supportive classroom environment perceptions, and to directly predict engagement, which was hypothesized to predict achievement. Model 2 elaborated on the traditional self-system model and hypothesized student belonging to mediate the relationship between supportive classroom environment perceptions and student motivation. Quantitative findings revealed support for Model 2. Supportive classroom environment perceptions predicted students’ belonging beliefs, which in turn predicted students’ motivation, engagement, and achievement in the course. The second, follow-up qualitative phase suggested ways in which contextual characteristics might influence student belonging beliefs in the classroom. Taken together, the quantitative and qualitative data illustrate the influential role of classroom contextual characteristics on student outcomes, as well as the role student belonging plays in college student motivation and success.  相似文献   

National call to action: Working toward the elimination of child maltreatment. The economics     

Courtney ME 《Child abuse & neglect》1999,23(10):975-986

No reliable estimates exist of the overall costs to society of child maltreatment that will withstand serious examination. Arguably some of the most important human costs of maltreatment are unquantifiable. Moreover, in many cases it is difficult if not impossible to separate the economics of child abuse and neglect from the economics of a host of other problems facing families. Still, even conservative estimates of government spending on behalf of abused and neglected children and their families illustrate that child maltreatment costs society a great deal, with much of that expense going for deep-end intervention rather than family support and prevention. Government expenditures directed at this social problem have grown rapidly since the rediscovery of child abuse in the 1960s and now exceed spending for a number of essential supports for children and families. Moreover, the new era of continuing commitment to child protection in the context of a revised social contract with the nation's poor raises serious questions about the economics of child maltreatment in the future.  相似文献   

The Politics of Terror: Rereading Harry Potter     

Courtney B. Strimel 《Children‘s Literature in Education》2004,35(1):35-52

This article claims that J. K. Rowling's Harry Potter series, with its use of magic, frightening storylines, and character ambiguity is beneficial to children who are dealing with issues related to terror and terrorism. The author explains that the scenarios presented in Rowling's series teach children strategies for coping with both physical and psychological victimization, and argues that the series explores morality issues, allowing child readers to analyze terror-related questions such as why some people are considered evil, why difference is often believed to be bad, and why good people do bad things. It is acknowledged that many critics believe that the same elements claimed as beneficial in the essay are actually immoral and dangerous to child readers. These critics' evaluations are countered in two ways: first, the author uses expert evidence to demonstrate that children are capable of distinguishing between fantasy and reality by the age of 5, making fantasy the most viable means for children to cope with terror; and second, the author examines and interprets specific passages within the series to demonstrate how various scenes lead children to explore important, yet frightening issues while remaining in an emotionally safe state. The author concludes that the series has proven to be more beneficial than harmful by presenting evidence gathered from actual child readers who state that the Harry Potter series has allowed them to confront and cope with terror and terrorism in their own lives.  相似文献   

Developing grass roots writing resources: a novel approach to writing within the social work discipline     

Christopher D. Kilgore  Courtney Cronley  Beth Amey 《Teaching in Higher Education》2013,18(8):920-932

In this case study, we report on the development of a writing-specialist position, the ‘Writing Resource Coordinator (WRC)’, in a school of social work at a large state university in the southern USA. Such programs are facing increasing budgetary pressures at the same time as their growing enrollments strain available resources. Students who arrive under-prepared or un-acculturated to the discipline often suffer high writing-related anxiety, putting them at risk for low performance, or dropping out altogether. The WRC provides discipline-specific ‘grass roots’ writing assistance to the most at-risk students through a program aimed at both students and faculty, providing a two-pronged service strategy including: (a) individual consultations and (b) group-oriented seminars and workshops. We describe the implementation of this resource and offer recommendations for improving upon and adopting this approach in social science programs at comparable institutions.  相似文献   

Relational development and self‐image communication accuracy     

Courtney C. Kopecky  William G. Powers 《Communication Research Reports》2013,30(3):283-290

This research explored the communication accuracy of individual self‐images in same‐sex relationships. Both male and female groups were examined across three relational levels: Strangers, Acquaintances, and Friends. Exploration of a significant interaction effect indicated that Female Acquaintances had significantly lower communication accuracy than did Male Acquaintances and significantly lower communication accuracy than either Female Strangers or Friends. There were no differences between male and female communication accuracy at either the stranger or friend levels. Further analysis of self‐image indicated all cells were comparable with the exception of Male Acquaintances who indicated significantly higher self‐images than Male Friends and Female Acquaintances. Analysis of the perceived image of partners indicated that all cells were comparable. Future research is encouraged to explore gender differences relative to unique elements of the acquaintance relationship that may impact upon communication accuracy of self‐image and the potential for relational development.  相似文献   

Coming Out as Homophobic: Isaiah Washington and the Grey's Anatomy Scandal     

Courtney W. Bailey 《传播与批判/文化研究》2013,10(1):1-21

In late 2006 and early 2007, a high-profile celebrity scandal developed around Isaiah Washington's use of an anti-gay slur to describe his co-star T. R. Knight. The mainstream media coverage of this scandal positioned homophobia primarily in therapeutic and confessional terms, echoing the typical treatment of a celebrity's coming out. As the “angry black man,” Washington failed to satisfy the criteria for neoliberal citizenship and seemed to confirm white culture's fears about black masculinity. Knight, in contrast, emerged as a successful neoliberal citizen whose “difference” was safely contained. The debate thus shifted from the morality of homophobia to the morality and psychological health of the individual, determined through Washington's failed performance of honesty and Knight's successful one. As a result, heteronormativity and white privilege remained largely unnoticed within mainstream coverage of the scandal.  相似文献   

Put Theory Into Practice     

Audrey J. Jaeger  Stephany Dunstan  Courtney Thornton  Alyssa B. Rockenbach  Joy G. Gayles  Karen J. Haley 《About Campus》2013,17(6):11-15

Audrey J. Jaeger, Stephany Dunstan, Courtney Thornton, Alyssa B. Rockenbach, Joy G. Gayles, and Karen J. Haley argue that applying our theoretical frameworks in everyday decision making will help us to be more efficient and effective—and they provide a user‐friendly analogy to guide us in this endeavor.  相似文献