Communication Patterns of African American Girls and Boys from Low-Income, Urban Backgrounds     

Campbell Leaper  Harriet R. Tenenbaum  & Tani Graham Shaffer 《Child development》1999,70(6):1489-1503

This study investigated gender effects on the conversational strategies used among 106 African American children ( mean age = 7 years) from urban, low-income family backgrounds. Same- and mixed-gender pairs of children from the same grade level in an inner-city school were provided with toy bear puppets and asked to play together for 5 min. Conversations were coded using Leaper's Psychosocial Processes Coding Scheme, which classifies communication acts as either collaborative, controlling, informing, obliging, or withdrawing. Girls and boys were more similar than different. However, gender-related variations were found. Boys were more likely than girls to use controlling acts and domineering exchanges in same-gender pairs but not in mixed-gender pairs. Girls were more likely than boys to use a combination of collaborative and informing acts. For partner gender effects we found that controlling acts and domineering exchanges were less likely — whereas informing acts were more likely — to take place when children were matched with a girl than when they were matched with a boy. Findings replicate many of the gender effects on communication style reported in a prior study (Leaper, 1991) that used a similar procedure and coding strategy with a sample of middle-income children from mostly European American backgrounds.  相似文献   

Narrowing the gap between research and practice in sight word reading instruction     

Harriet R. Fayne  Maribeth Gettinger 《Psychology in the schools》1981,18(2):240-245

This paper describes a program designed to bridge the gap between educational research and practice. Researchers disseminated findings and gathered additional field data on teaching sight words to learning disabled children, while practitioners were given the opportunity to apply these findings in their own teaching. Learning disabilities teachers (N = 37) were divided into three experimental groups and given training and materials for a one-week teaching procedure to be used with children in their classes. Instructional packets differed in the number of sight words presented at one time (5 + 5 vs. 10) and the use of reduced response competition. Results showed that overall posttest performance did not differ among the groups; however, children taught using reduced response competition required fewer trials to reach criterion on each word. Questionnaire results indicated that teachers benefited from the program. Future attempts such as this should be made to combine research and teacher-training efforts.  相似文献   

Social Issues of Networking in Canada's Information Society     

Jeffrey Shallit Harriet Lyons 《The Information Society》1997,13(2):147-151

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Finding alternatives to commercial toys     

Harriet Hartman 《Early Childhood Education Journal》1987,15(2):38-39

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Smiling and Fussing in Seven-Month-Old Preterm and Full-Term Black Infants in the Still-Face Situation   总被引：2，自引：0，他引：2  

Laura B. Segal  Harriet Oster  Morris Cohen  Barbara Caspi  Michael Myers  David Brown 《Child development》1995,66(6):1829-1843

We investigated emotional responses to the still-face paradigm in 7-month-old preterm and full-term black infants. Baby FACS criteria were used to code the duration and intensity of infant smiles and the presence or absence of cry faces and fussy vocalizations within each episode. Infants in both groups showed the still-face effect: a significant reduction in smiling from episode 1 (baseline) to episode 2 (maternal still-face) and partial return to baseline in episode 3 (recovery). A multivariate analysis of covariance (MANCOVA) for big smiles yielded significant main effects for group and episode and a significant group episode interaction. Preterm infants spent less time than full-term infants displaying big smiles in episode 1 and a less pronounced decrease in big smiles in episode 2. Maternal depressive symptoms did not differ significantly between groups. Counter to our expectations, depressive symptoms were positively associated with small-to-medium smiles in the baseline episode but not with big smiles in any episode. These findings confirm the robustness of the still-face paradigm and its potential usefulness for research on individual as well as group differences in affective communication in infants.  相似文献   

The relationship between parental substance abuse and child maltreatment: findings from the Ontario Health Supplement     

Walsh C  MacMillan HL  Jamieson E 《Child abuse & neglect》2003,27(12):1409-1425

OBJECTIVE: This study examined the relationship between reported exposure to child abuse and a history of parental substance abuse (alcohol and drugs) in a community sample in Ontario, Canada. METHOD: The sample consisted of 8472 respondents to the Ontario Mental Health Supplement (OHSUP), a comprehensive population survey of mental health. The association of self-reported retrospective childhood physical and sexual abuse and parental histories of drug or alcohol abuse was examined. RESULTS: Rates of physical and sexual abuse were significantly higher, with a more than twofold increased risk among those reporting parental substance abuse histories. The rates were not significantly different between type or severity of abuse. Successively increasing rates of abuse were found for those respondents who reported that their fathers, mothers or both parents had substance abuse problems; this risk was significantly elevated for both parents compared to father only with substance abuse problem. CONCLUSIONS: Parental substance abuse is associated with a more than twofold increase in the risk of exposure to both childhood physical and sexual abuse. While the mechanism for this association remains unclear, agencies involved in child protection or in treatment of parents with substance abuse problems must be cognizant of this relationship and focus on the development of interventions to serve these families.  相似文献   

I. INTRODUCTION: THE CO-CONSTRUCTION OF MOTHER–CHILD ATTACHMENT RELATIONSHIPS IN EARLY CHILDHOOD     

Germán E. Posada  Harriet S. Waters 《Monographs of the Society for Research in Child Development》2018,83(4):7-21

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流利英语脱口出     

Harriet He 《海外英语》2007,(10)

1.Tenant房客A:My company transferred me to our London office,so I will have to move out of your house soon.It's been good living here.You are such a good landlord.我公司调我去伦敦办公室了,因此我很快就得搬出你家了。  相似文献   

Let me edutain you! Practices of student engagement employed by new lecturers     

Harriet Dismore  Rebecca Turner  Rong Huang 《高等教育研究与发展》2019,38(2):235-249

ABSTRACT

Over the last few years, student engagement has become a commonly used term in Higher Education across the United Kingdom, American and Australasian higher education systems. This article presents research on an area of student engagement absent from the literature, that of new lecturers’ practices. Following detailed analyses of interview data after one year of teaching, the findings reveal a range of perceptions, pressures and tensions relating to student engagement which influence practice. Most lecturers described engagement as an emotional construct (the need for students to ‘like’ learning) as well as a cognitive construct (what they learn). However, there were tensions between the two and a need to overcome perceived barriers. We argue that lecturers can best be supported by acknowledging the time it takes to gain confidence, experiment and take risks, and appreciating their need to respond to different expectations.  相似文献   

Global education in perspective: fostering a global dimension in an English secondary school   总被引：1，自引：0，他引：1  

Harriet Marshall 《Cambridge Journal of Education》2007,37(3):355-374

This article considers the issue of global education in schools by focusing upon the case of one particular English secondary school and exploring the pedagogic and curricular perspectives of its staff and students. It recognizes the strong normative and holistic dimension to global education and the challenges it faces in, and presents to schools. The sometimes mixed pedagogic and curricular messages of global education are characteristic of other adjectival and interdisciplinary educational forms working within the framework of the National Curriculum (11–16). Whilst raising more questions than it answers, this article goes some way to articulate the debates, tensions and dilemmas being discussed in the field of global education—a field including teachers, schools, non‐Governmental organizations and Governmental officials working to promote a global dimension in schools.  相似文献