Migration timing and parenting practices: contributions to social development in preschoolers with foreign-born and native-born mothers     

JE Glick  LD Hanish  ST Yabiku  RH Bradley 《Child development》2012,83(5):1527-1542

Little is known about how key aspects of parental migration or childrearing history affect social development across children from immigrant families. Relying on data on approximately 6,400 children from the Early Childhood Longitudinal Study–Birth Cohort, analyses assessed the role of mother’s age at migration on children’s social development in the United States (sociability and problem behaviors). Consistent with models of divergent adaptation and assimilation, the relation between age at arrival and children’s social development is not linear. Parenting practices, observed when children were approximately 24 months of age, partially mediated the relation between mother’s age at arrival and children’s social development reported at approximate age 48 months, particularly in the case of mothers who arrived as adults.  相似文献   

Student-life stress in Education and Health Service majors     

Victoria Zascavage  Kathleen G. Winterman  Max Buot  Jennifer R. Wies  Natalie Lyzinski 《高等教育研究与发展》2012,31(4):599-610

In order to better understand the effects of student-life stress on Education and Health Service majors (n?=?195) at a private, religious, Midwestern university in the USA, we assessed student perception of overall stress level and physical stress level using the Student-life Stress Inventory. The targeted sample consisted of students with declared majors that lead to careers involving interaction with vulnerable populations (i.e., children, individuals with disabilities, patients). Women in this study experienced a significantly higher (F?=?7.092 [1195], p?=?.008) overall stress level than their male counterparts. When the physical stress reaction scores were isolated, women still experienced significantly higher stress levels (F?=?7.758 [1195], p?=?.01). Regardless of gender, seniors and graduate students had an overall stress difference that was 11 points below that of freshman students in overall stress scores. There was a significant difference in the overall stress score (F?=?6.484 [2181], p?=?.001) between students who took 18 or more credit hours and those who took less. Students who worked more than four hours per week had a significantly higher overall stress level. Students in the age category 23+ had significantly less physical stress. There was a significant difference between students who prayed at least daily and students who never pray (F?=?1.114 [3188], p?=?.03). This study provides a valuable insight into the characteristics of individuals more likely to have difficulties adjusting to the demands of college life and the inherent stress of a profession in Education or Health Service.  相似文献   

Exploring Australian pre-service teachers sense of efficacy,its sources,and some possible influences     

Sue O’Neill  Jennifer Stephenson 《Teaching and Teacher Education》2012

Beginning teachers that posses a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed.  相似文献   

The influence of decodability in early reading text on reading achievement: a review of the evidence     

Jennifer P. Cheatham  Jill H. Allor 《Reading and writing》2012,25(9):2223-2246

The purpose of this review is to synthesize the existing research on decodability as a text characteristic examining how reading decodable text impacts students?? reading performance and growth. The results are organized into two sections based on the research designs of the studies: (1) studies that described student performance when reading texts of varying decodability levels, and (2) studies that compared the reading performance of students after participation in a treatment that manipulated decodable text as an independent variable. Collectively the results indicate that decodability is a critical characteristic of early reading text as it increases the likelihood that students will use a decoding strategy and results in immediate benefits, particularly with regard to accuracy. The studies point to the need for multiple-criteria text with decodability being one key characteristic in ensuring that students develop the alphabetic principle that is necessary for successful reading, rather than text developed based on the single criterion of decodability.  相似文献   

An Evaluation of Primary School Children Coding Using a Text-Based Language (Java)     

C. B. Price  R. M. Price-Mohr 《学校用计算机》2013,30(4):284-301

All primary school children in England are required to write computer programs and learn about computational thinking. There are moves in other countries to this effect such as the U.S. K-12 Computer Science Framework (CSF) for development. Debates on how to program and what constitutes computational thinking are ongoing. Here we report on a study of programing by children aged 7 – 11 using Java and elements of computational thinking they experience. Our platform comprises a novel Story-Writing-Coding engine we have developed. We compare novice (children’s) processes of coding an animated story with that of experts (college students) and evaluate the differences using four measures based on the progressive coding of a complete program. We also analyze the use of novice (children’s) computational thinking in this coding process. This research is set against a backdrop of approaches to teaching programing and concepts of computational thinking in recent educational literature.  相似文献   

Increasing MSW Students’ Information Competencies through Online Tutorials,Application Exercises,and Course Assignments     

John A. Kayser  Jennifer Bowers  Lin Jiang  Marian Bussey 《Journal of Teaching in Social Work》2013,33(4-5):578-593

Increasing MSW students’ information competencies was achieved through a 2-year project in which online video tutorials, in-class exercises, and course assignments were created and integrated into two required foundation courses. Tutorials demonstrated basic and advanced search techniques, online databases, and online course-specific research guides. Tutorials were viewed during and outside of class. In-class exercises and course assignments enabled students to immediately apply what they had learned. Results indicate a significant increase in the adequacy of students’ search for online information and ability to critically examine sources and evidence. Implications for social work education are discussed.  相似文献   

Speech and language therapy provision for children using augmentative and alternative communication systems     

Mike Clarke  Helen McConachie  Katie Price  Pam Wood 《欧洲特需教育杂志》2013,28(1):41-54

A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs.  相似文献   

Do you see what I see? School perspectives of deaf children,hearing children and their parents☆     

Marc Marschark  Rebecca Bull  Patricia Sapere  Emily Nordmann  Wendy Skene  Jennifer Lukomski 《欧洲特需教育杂志》2013,28(4):483-497

Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.  相似文献   

Time Usage During Face-to-Face and Synchronous Distance Music Lessons     

Evelyn K. Orman  Jennifer A. Whitaker 《The American journal of distance education》2013,27(2):92-103

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Teaching Reflective Practice: Implementation in the Teacher-Education Setting     

Jennifer L. Jones  Karrie A. Jones 《The Teacher Educator》2013,48(1):73-85

Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the instructional approaches used to promote reflective inquiry in preservice teachers by a veteran teacher educator from Niagara University, NY. Using participant observer research protocols, data were collected and analyzed according to qualitative research methodologies (Spradley, 1980 Spradley, J. A. 1980. Participant observation New York, NY: Holt Rinehart and Winston..  [Google Scholar]). Grounded in the theories of Dewey (1935) and Schön (1983) Schön, D. 1983. The reflective practitioner: How professionals think in action New York, NY: Basic Books..  [Google Scholar], this study examines how the teacher educator studied created opportunities for preservice teachers to develop their reflective inquiry skills in a Methods of Secondary Education course. Advice for other teacher educators and implications for the greater teacher education community will be discussed.  相似文献