Children and stress: Sources,reactions, and interventions     

Diane Shrier 《Early Childhood Education Journal》1984,11(4):10-13

Stress in childhood is universal, an inevitable part of life. No child reaches adolescence without having to cope with the normal developmental and environmental stresses of weaning, toilet training, entry into school, and the inevitable increasing demands for self-control and responsibility.Diane Shrier is clinical associate professor and director of child and adolescent psychiatry at the New Jersey Medical School in Newark.  相似文献   

New technology and documents librarianship: Proceedings of the third annual library government documents and information conference: Edited by Peter Hernon Westport,CT: Meckler publishing, 1983, 107 pages, $35.00. ISBN 0-930466-64-0. LC 83-896     

Diane Smith 《Government Information Quarterly》1984,1(2):230-231

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Leading them to books—For life     

Diane P. Tuccillo 《Publishing Research Quarterly》1992,8(1):14-22

Promoting lifelong reading, learning, and library use is a goal of most youth-serving librarians. The Young Adult Services Department of the Mesa, Arizona, Public Library is finding that more teens are entering adulthood each year as library users and supporters, and they are bringing their children to the library, too. This article shares a YA librarian's perspectives on how to provide successful reader advisory for teens and how to get young adults to read on their own, building the foundation of a lifelong interest in reading, an interest passed from generation to generation. Building this foundation depends on dedicated, well-trained specialists in YA library service, the publication of well-written and attractive books for teens, school and public library administrative support. Diane P. Tuccillo has been head of the Young Adults Services Adult Services Department at the Mesa (Arizona) Public Library since 1980. She has had articles published in a variety of professional journals includingEmergency Librarian, Voice of Young Advocates (VOYA), andThe ALAN Review, and is a regular book reviewer forVOYA, Kliatt Young Adult Paperback Book Guide, andSchool Library Journal.  相似文献   

GENDER BIAS: ANALYSIS OF FACTORS CAUSING MALE UNDERREPRESENTATION IN SURVEYS     

Rourke  Diane O'; Lakner  Edward 《Int. Journal of Public Opinion Research》1989,1(2):164-176

Using data from a 1987 telephone survey of over 1,000 Illinoisadult residents, this research looked into factors causing maleunder-representation in surveys using the last-birthday methodof respondent selection. Differences by sex in rates of refusaland non-contact (after respondent selection) were evaluatedfor relative contribution to gender bias. Accuracy of informant'sresponse to the birthday question was gauged by checking againstbirth dates of adults rostered during the interview. Other factors,such as the proportion of informants who do not know the lastbirthday, or who misreport from a desire to be the one interviewed(or not interviewed), were evaluated for relative effect onsample representation of males and females.  相似文献   

Renewing the Debate Over the Use of Standardized Testing in the Evaluation of Learning and Teaching     

François R. Casas  Diane E. Meaghan 《Interchange》2001,32(2):147-181

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DEVELOPMENTALLY APPROPRIATE PRACTICES IN TEACHER EDUCATION: LESSONS FROM ONE SEMESTER     

Teresa K. Buchanan  Diane C. Burts  Leah Pellar 《Journal of Early Childhood Teacher Education》2013,34(3):275-284

Abstract

A major challenge for teacher preparation programs and future teachers is learning to work skillfully with the diversity of children in American classrooms. This paper describes a tool developed to address this challenge: the Learning and Teaching Assessment System (LTAS). The LTAS is a performance‐based, curriculum‐embedded assessment tool designed to uncover young children's strengths in different curricular areas as well as their approaches to learning. Developed for use with children 3–8 years of age, the LTAS helps teachers understand what children know in relation to key concepts in the different disciplines as well as how they learn in order to further their learning in subsequent days and weeks of teaching. The development of the LTAS is based primarily on two theoretical frameworks: Leont'ev's activity theory and Gardner's theory of multiple intelligences. To examine the efficacy of the LTAS in its proposed objectives, a pilot study was conducted; results point to the potential of the LTAS for helping student teachers uncover new information about children to guide future instruction.  相似文献   

Evaluation of the 2000 and 2001 Rhode Island early childhood summer institutes     

Leah A. Whynacht  Suzan Morris  Diane M. Horm 《Journal of Early Childhood Teacher Education》2013,34(4):279-289

Abstract

This article presents the theoretical basis and methods for the process and outcome evaluations of the Rhode Island Early Childhood Summer Institutes held in 2000 and 2001. The article also discusses the evaluation results that demonstrated the institutes were received as high‐quality inservice professional development programs in which participants made significant knowledge gains. Additionally, the influence of the evaluations on the institute programs held in 2000 and 2001 as well as the impacts on the planning of future institutes are described. These evaluation studies can serve as models to others planning evaluations of professional development programs. © 2004 Elsevier Inc. All rights reserved.  相似文献   

Success factors impacting Latina/o persistence in higher education leading to STEM opportunities     

Claudia Peralta  Melissa Caspary  Diane Boothe 《Cultural Studies of Science Education》2013,8(4):905-918

This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the “sticky mess” of racial inequalities (Espinoza and Harris in Calif Law Rev 10:499–559, 1997) and the concept of community cultural wealth (Yosso in Race Ethn Educ 8:69–91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007–2012 show that Latina/o parents play a significant role in influencing their children’s decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents’ encouragement to persist, expectations to do well and students serving as role models for siblings and peers. As policy makers in the educational arena emphasize STEM fields, there is a significant opportunity for Latino students to make valuable contributions.  相似文献   

Attributions and Attitudes of Mothers and Fathers in the United States     

Lansford JE  Bornstein MH  Dodge KA  Skinner AT  Putnick DL  Deater-Deckard K 《Parenting, science and practice》2011,11(2-3):199-213

OBJECTIVE.: The present study examined mean level similarities and differences as well as correlations between U.S. mothers' and fathers' attributions regarding successes and failures in caregiving situations and progressive versus authoritarian attitudes. DESIGN.: Interviews were conducted with both mothers and fathers in 139 European American, Latin American, and African American families. RESULTS.: Interactions between parent gender and ethnicity emerged for adult-controlled failure and perceived control over failure. Fathers reported higher adult-controlled failure and child-controlled failure attributions than did mothers, whereas mothers reported attitudes that were more progressive and modern than did fathers; these differences remained significant after controlling for parents' age, education, and possible social desirability bias. Ethnic differences emerged for five of the seven attributions and attitudes examined; four remained significant after controlling for parents' age, education, and possible social desirability bias. Medium effect sizes were found for concordance between parents in the same family for attributions regarding uncontrollable success, child-controlled failure, progressive attitudes, authoritarian attitudes, and modernity of attitudes after controlling for parents' age, education, and possible social desirability bias. CONCLUSIONS.: This work elucidates ways that parent gender and ethnicity relate to attributions regarding U.S. parents' successes and failures in caregiving situations and to their progressive versus authoritarian parenting attitudes.  相似文献   

MBA Program Trends and Best Practices in Teaching Sustainability: Live Project Courses     

Robert Sroufe  Diane Ramos 《Decision Sciences Journal of Innovative Education》2011,9(3):349-369

This study offers a model for incorporating live sustainability consulting projects in an MBA curriculum to nurture cross‐functional faculty collaboration while offering students proving ground for solving contemporary challenges related to ethical management of all forms of capital. We attempt to first lay a foundation for the recent evolution of sustainability within business schools, and then provide evidence that an opportunity exists for decision science scholars to play a key role as facilitators of this wave of pedagogy. Our research is based on publicly available data that rank business schools relative to their integration of sustainability within MBA programs, our experiences with 39 project clients over a 3‐year period, an analysis of client and student feedback, and anecdotal evidence of success in the development of live project‐based consulting courses. The case study highlights the potential and scalability of this proposed pedagogy to deliver live projects as either a stand‐alone course or an integrated part of the curriculum.  相似文献