Evaluating school library and media specialists: From performance expectations to appraisal conference     

E. Mae Young  Jeanne B. Green  Mary Gross 《Journal of Personnel Evaluation in Education》1995,9(2):171-189

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The Antecedents of Menarcheal Age: Heredity, Family Environment, and Stressful Life Events   总被引：5，自引：0，他引：5  

Julia A. Graberc  Jeanne Brooks-Gunn  Michelle P. Warren 《Child development》1995,66(2):346-359

Variations in pubertal timing, specifically age at menarche, have been associated with several antecedents, both genetic and environmental. Recent research has considered a broader range of environmental stressors and their influence on the development of the reproductive system. In this investigation, the following possible antecedents were considered: ( a ) hereditary transmission, ( b ) weight and weight for height, ( c ) stressful life events, ( d ) family relations, ( e ) absence or presence of an adult male in the household, and ( f ) psychological adjustment. Subjects were 75 premenarcheal girls between the ages of 10 and 14 drawn from a larger longitudinal investigation of adolescent development. Girls were from white, well-educated, middle- to upper-middle-class families and attended private schools in a northeastern urban area. While breast development, weight, family relations, and depressive affect were predictive of age at menarche, family relations predicted age at menarche above the influence of breast development or weight. A trend for maternal age at menarche to predict adolescent's age at menarche was found. Weight for height, presence of an adult male in the household, and stressful events were not predictive of age at menarche. These complex interactions of biological and psychosocial development demonstrated here may account to some extent for the inter- and intraindividual variation observed in pubertal development.  相似文献   

The Effect of Propensity Score Matching Method on the Quantity and Quality of Matches     

Jessica N. Jacovidis  Kelly J. Foelber  S. Jeanne Horst 《Journal of Experimental Education》2017,85(4):535-558

Often program administrators are interested in knowing how students benefit from participation in programs compared to students who do not participate. Such comparisons may be sullied by the fact that participants self-select into programs, resulting in differences between groups prior to programming. By controlling for researcher-identified–self-selection variables, propensity score matching enables researchers to create comparable matched groups. However, when employing propensity score matching, researchers are faced with a plethora of matching options. In the current study, we compared the quantity and quality of matches obtained when applying common matching techniques to real data. The methods produced matches of varying quantity and quality. Moreover, group comparisons on the outcome led to different conclusions depending on the matching method employed.  相似文献   

Maternal employment and child cognitive outcomes in the first three years of life: the NICHD Study of Early Child Care. National Institute of Child Health and Human Development     

Brooks-Gunn J  Han WJ  Waldfogel J 《Child development》2002,73(4):1052-1072

With increased numbers of women employed in their children's first year of life and with increased attention being paid by parents and policy makers to the importance of early experiences for children, establishing the links that might exist between early maternal employment and child cognitive outcomes is more important than ever. Negative associations between maternal employment during the first year of life and children's cognitive outcomes at age 3 (and later ages) have been reported using data from the National Longitudinal Survey of Youth-Child Supplement. However, it was not known whether these findings would be replicated in another study, nor whether these results were due to features of child care (e.g., quality, type), home environment (e.g., provision of learning), and/or parenting (e.g., sensitivity). This study explored these issues using data on 900 European American children from the National Institute of Child Health and Human Development Study of Early Child Care, which provides information on child cognitive scores at 15, 24, and 36 months, as well as data about the home environment (as assessed by the Home Observation of the Measurement of the Environment Scale), parental sensitivity, and child-care quality and type over the first 3 years of life. Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness scores at 36 months, with the effects more pronounced when mothers were working 30 hr or more per week and with effects more pronounced for certain subgroups (i.e., children whose mothers were not sensitive, boys, and children with married parents). Although quality of child care, home environment, and maternal sensitivity also mattered, the negative effects of working 30 hr or more per week in the first 9 months were still found, even when controlling for child-care quality, the quality of the home environment, and maternal sensitivity. Implications for policy are also discussed.  相似文献   

Achievement goals,efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases     

Jeanne M. Friedel  Kai S. Cortina  Julianne C. Turner  Carol Midgley 《Contemporary educational psychology》2007

This study examines children’s perceptions of the achievement goals parents and teachers emphasize for them in mathematics, and the relation of these goals to children’s personal achievement goals, self-efficacy beliefs, and coping strategies. Results indicated that children’s perceptions of both parent and teacher mastery and performance goal emphases predicted children’s personal goals. Further, children’s personal goals mediated the relation between perceived parent and teacher goal emphases and children’s efficacy beliefs and coping strategies. Children’s perceptions of parent and teacher emphasis on performance goals varied slightly by gender but not ethnic background, whereas variance across groups in perceptions of mastery emphases did not reach practical significance. Relations between goal perceptions, personal goals, efficacy and coping strategies also did not vary by gender or ethnic background. Implications for future research regarding the goals children perceive to be emphasized in home and school contexts, and their importance for children’s adaptive beliefs and behaviors in mathematics, are discussed.  相似文献   

Acceptance of Samuel T. Orton award November 8, 1996, Boston, MA     

Jeanne S. Chall 《Annals of dyslexia》1997,47(1):ix-xiii

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Examining How Treatment Fidelity Is Supported,Measured, and Reported in K–3 Reading Intervention Research     

Philip Capin  Melodee A. Walker  Sharon Vaughn  Jeanne Wanzek 《Educational Psychology Review》2018,30(3):885-919

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Reading development in adults     

Jeanne S. Chall 《Annals of dyslexia》1987,37(1):240-251

A comparison of the development of reading ability among adults with that of children—from the lowest levels of literacy to the most advanced. Included in the comparison are characteristics of adults at each level of development, the kind of instruction that will help bring them from lower to higher levels, and the particular difficulties they experience at the various levels. The article concludes with a historical overview of the changes in literacy standards and needs in the United States and the growing recognition that among the adult illiterates, particularly native English speakers who have very limited reading skills, are large numbers who have dyslexia. This article is based, in part, on an earlier paper, “New Views on Developing Basic Skills with Adults,” presented at the National Conference on Adult Literacy, Washington, D.C., January, 1984.  相似文献   

Are reading methods changing again?     

Jeanne S. Chall 《Annals of dyslexia》1997,47(1):257-263

This paper was first written as a talk to the Orton Dyslexia Society, in response to present reading reforms in California and elsewhere. A historical context is provided which suggests that such reforms are but a small chapter in a long-standing tension between code emphasis and meaning emphasis approaches to reading. This tension has been fueling debate for an entire century, with outcomes at any given point apparently decided as much by fashion and politics as by research and experience. More collaboration is called for between remedial specialists and “regular education” teachers, to reduce the incidence of children who require special help.  相似文献   

Economic Deprivation and Early Childhood Development   总被引：53，自引：0，他引：53  

Greg J. Duncan  Jeanne Brooks-Gunn  Pamela Kato Klebanov 《Child development》1994,65(2):296-318

We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems.  相似文献