Free‐Choice Learning and the Environment     

Jill Riddell 《Curator: The Museum Journal》2010,53(3):389-390

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Including people with disabilities: an indigenous perspective     

Jill Bevan-Brown 《International Journal of Inclusive Education》2013,17(6):571-583

Being victims of racial prejudice, religious intolerance, poverty, disempowerment and language loss it could be expected that indigenous people would be supportive of the Inclusion Movement with its philosophy of valuing and acceptance of all people. This supposition is examined for Māori, the indigenous people of Aotearoa/New Zealand. In particular, three research studies investigating Māori perspectives of intellectual disability, blindness and vision impairment, and autism spectrum disorder (ASD) are examined for evidence of inclusive and exclusive attitudes and practices. Findings show that while Māori participants’ opinions varied, people with intellectual disabilities, ASD, blindness and vision impairment were generally valued family members and many examples of inclusive attitudes and practices were shared. Core Māori values support Inclusion. It is proposed that incorporating these values into education and disability services will not only result in more culturally appropriate provisions for Māori but will also contribute to the greater inclusion of all disabled people whatever their ethnicity.  相似文献   

Situated Self-Regulation: Modeling the Interrelationships Among Instruction,Assessment, Learning Strategies and Academic Performance     

Margaret E. Ross  Jill D. Salisbury-Glennon  Anthony Guarino  Cynthia J. Reed  Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.  相似文献   

JUNIOR FACULTY AS LIAISONS: THE REALITIES OF PDS COLLABORATION     

Michael D. Davis  Jill Englebright Fox 《Journal of Early Childhood Teacher Education》2013,34(3):259-263

Conflicting perspectives on the parent’s role in the infant/toddler classroom can play a significant role in early educational settings. A recent ethnographic study of an Early Head Start program in New York City focused on conflict of this nature and raised the following set of questions: What sort of power and privilege should parents be given in decisions about classroom practice? Who or what should have the final say in these decisions: parents, teachers, administrators, or early childhood research literature? Should teachers unhesitatingly instruct parents as to what constitutes “best practice” or should the parents’ position be given primary consideration? How much weight should culturally based beliefs about child-rearing and early education carry in these decisions? The theoretical framework for this study, following Lubeck (1994) Lubeck, S. 1994. “The politics of developmentally appropriate practice: Exploring issues of culture, class and curriculum”. In Diversity and developmentally appropriate practices: Challenges for early childhood education, Edited by: Mallory, B. and New, R. 17–43. New York, NY: Teachers College Press.  [Google Scholar], challenges the notion that “disadvantaged” parents should be categorically dismissed as deficient in their thinking about what is educationally best for their children. The corollary notion that “disadvantaged” parents should be forced to defer to the assumptions of educators—most of whom are white and middle class—is similarly questioned. Greenman (1989) Greenman, J. 1989. Living in the real world: Diversity and Conflict. Exchange, 11 [Google Scholar] and Greenberg’s (1969 Greenberg, P. 1969. The devil has slippery shoes: A biased biography of the child development group of Mississippi (CDGM): A story of maximum feasible poor parent participation, Washington, DC: Youth Policy Institute.  [Google Scholar]/1991) assertions that conflicts that arise over teachers’, administrators’ and parents’ differing ideas about children, child-rearing, and early educational practice can be resolved in ways that are acceptable to all parties also inform this theoretical framework. An analysis of teacher interview data, coupled with classroom observational data, revealed four varying “theme perspectives.”  相似文献   

Effective Counseling for Racial/Ethnic Minority Clients: Examining Changes Using a Practice Research Network     

Allison J. Lockard  Jeffrey A. Hayes  James M. Graceffo  Benjamin D. Locke 《Journal of College Counseling》2013,16(3):243-257

Studies have shown that counseling decreases students' academic distress. These findings, however, are based primarily on European American students. This study explored the impact of counseling on academic distress for treatment‐seeking racial/ethnic minority college students using the Counseling Center Assessment of Psychological Symptoms–34 ( Locke et al., 2012 ) Academic Distress subscale. Results indicated that there are significant differences in academic distress at intake based on race/ethnicity. Furthermore, findings revealed that change in academic distress over the course of treatment varies by race/ethnicity.  相似文献   

Social Outcomes Associated With Media Viewing Habits of Low-Income Preschool Children     

Nicola A. Conners-Burrow  Lorraine M. McKelvey  Jill J. Fussell 《Early education and development》2013,24(2):256-273

Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for young children). The participants were 92 low-income pre-kindergarten-age children for whom we obtained parent reports of media viewing habits and teacher reports of classroom behavior. The results suggested that viewing of inappropriate content was associated with higher hyperactivity and aggression scores and a lower social skills rating, whereas the amount of viewing was not related to these classroom outcomes. Policy: There has been a great deal of focus on how both the amount and content of television viewed affects social development in middle and later childhood. These studies have helped influence the development of guidelines for parents of young children to limit media viewing. The findings from the present study suggest that school personnel and others should monitor the content of what preschoolers are watching and should educate parents about the potential impact of media viewing on children's classroom behavior.  相似文献   

Growth of Cognitive Skills in Preschoolers: Impact of Sleep Habits and Learning-Related Behaviors     

Eunjoo Jung  Victoria J. Molfese  Jennifer Beswick  Jill Jacobi-Vessels  Andrew Molnar 《Early education and development》2013,24(4):713-731

Research Findings: The present study used a longitudinal design to identify how sleep habits and learning-related behaviors impact the development of cognitive skills in preschoolers (ages 3–5). Sixty- seven children with parental report and cognitive skill assessment data were included. Scores on the Differential Ability Scales (C. Elliott, 1990 Elliott, C. 1990. Differential Ability Scales: Introductory and technical handbook. New York: Psychological Corporation..  [Google Scholar]) were obtained at ages 3, 4, and 5. A Sleep Questionnaire (D. Gozal, 1998 Gozal, D. 1998. Sleep disordered breathing and school performance in children.. Pediatrics, 192: 616–620.  [Google Scholar]) with 12 items from the Child Behavior Checklist (T. M. Achenbach &; L. A. Rescorla, 2000 Achenbach, T. M. and Rescorla, L. A. 2000. Manual for ASEBA preschool forms &; profiles. Burlington: University of Vermont, Research Center for Children, Youth, &; Families..  [Google Scholar]) related to children's attention and activity levels was administered at age 3. Growth curve changes in cognitive scores were estimated using hierarchical linear modeling. Parental reports of nighttime sleep duration predicted level of cognitive skills at 3 years. The effect of sleep duration on cognitive scores was constant across age. Practice or Policy: Sleep and learning-related behaviors distinguish the cognitive skills children bring to preschool programs and impact gains made in skills while in preschool.  相似文献   

Early Head Start Relationships: Association with Program Outcomes     

James Elicker PhD  Xiaoli Wen  Kyong-Ah Kwon  Jill B. Sprague 《Early education and development》2013,24(4):491-516

Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8–35 months, M = 20), their parents, and 33 program caregivers participated. The results showed that caregiver–child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent relationships were generally positive and temporally stable. Caregiver–child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver–child relationship. There were also moderation effects: Stronger associations of caregiver–parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver–family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed.  相似文献   

Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model     

Thomas W. Farmer  Jill V. Hamm  Kathleen L. Lane  David Lee  Kevin S. Sutherland  Cristin M. Hall 《Journal of educational and psychological consultation》2013,23(2):115-139

Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model.  相似文献   

Integrating climate,biodiversity, and sustainable land-use strategies: innovations from China     

Guido Schmidt-Traub  Harvey Locke  Jixi Gao  Zhiyun Ouyang  Justin Adams  Lin Li  Enric Sala  M Rebecca Shaw  Sebastian Troëng  Jing Xu  Chunquan Zhu  Changxin Zou  Tianxiao Ma  Fuwen Wei 《国家科学评论(英文版)》2021,8(7)

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