Providing High-Quality Support Services to Home-Based Child Care: A Conceptual Model and Literature Review     

Juliet Bromer  Jon Korfmacher 《Early education and development》2017,28(6):745-772

ABSTRACT

Research Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings.  相似文献   

Gender Roles at Home and School     

Alison Kelly  Juliet Alexander  Umar Azam  Carol Bretherton  Gillian Burgess  Alice Dorney 《British Journal of Sociology of Education》1982,3(3):281-295

Parents of 116 first‐year pupils at an urban comprehensive school were studied by questionnaire and interview. They were asked about their educational and occupational aspirations for their children, their views on sexual equality and their children's out‐of‐school activities. Educational aspirations were found to be high, with little differentiation between the sexes. Parents were enthusiastic about their daughters studying physical science and neutral about craft subjects. Occupational aspirations were also high and although they tended to be sex‐stereotyped, parents were found to be generally supportive of non‐traditional choices. Class differences were few. Most parents were in favour of working mothers, equal pay and men helping with housework. However these egalitarian attitudes coexisted with more traditional assumptions about male breadwinners and a woman's main responsibility being to her children. Parents’ own domestic labour and that which they required of their children was strongly sex‐stereotyped. The messages which children receive about gender from their homes are contradictory, but not as uniformly traditional as many teachers assume.  相似文献   

Partnership in Action: Introducing family‐based intervention for children with disability in urban slums of Kolkata,India     

Reena Sen  Juliet Goldbart 《International Journal of Disability, Development & Education》2005,52(4):275-311

This paper presents the processes and findings of a three‐year action research project implemented in a small number of urban slums in the city of Kolkata (previously known as Calcutta), the capital of the state of West Bengal in Eastern India. The project involved partnership between an established institute for cerebral palsy in Kolkata, two United Kingdom (UK) universities and three non‐government organisations working on community development in the urban slums of Kolkata. These diverse groups working jointly were able to reach low‐income, disadvantaged families with low literacy skills, providing individualised home‐based intervention for their child with disabilities.  相似文献   

Professional development in inquiry‐based science for elementary teachers of diverse student groups     

Okhee Lee  Juliet E. Hart  Peggy Cuevas  Craig Enders 《科学教学研究杂志》2004,41(10):1021-1043

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004  相似文献   

Assessment in a Rwandan higher education institution: a quest for aligned assessment to promote socio-economic transformation     

Epimaque Niyibizi  Emmanuel Sibomana  Cyprien Niyomugabo  Béatrice Yanzigiye  Amini Ngabonziza Jean de Dieu  Juliet Perumal 《Assessment & Evaluation in Higher Education》2018,43(7):1166-1182

Assessment in institutions of higher learning has been researched worldwide. However, there are gaps in research exploring the implications of assessment practices for learners’ access to the kind of knowledge enabling them to participate in their communities’ socio-economic transformation. This is the case in the African Great Lakes region, including Rwanda. This paper investigated the assessment practices at the University of Rwanda-College of Education to establish whether they enable students to access powerful knowledge for socio-economic transformation, which promotes critical thinking and creativity, or the knowledge of the powerful, which promotes memorization of knowledge produced by experts. The study adopted mixed methods, where 361 questions from 20 examinations papers for 2014/2015 and 2015/2016 academic years were analysed using Bloom’s revised taxonomy. Interviews with lecturers and group discussions with students were conducted. The findings revealed that assessment practices heavily encourage the knowledge of the powerful, with limited focus on the socio-economic transformative knowledge. Such practices are unlikely to lead to national socioeconomic transformation, which the government expects from education. The paper recommends revisiting assessment practices in Rwandan higher education to instil in the graduates the required knowledge for active contribution to socio-economic transformation.  相似文献   

War-time activities of Associations of the Institute of Christian Education     

Juliet E. Sladden B.A. L.R.A.M. 《British Journal of Religious Education》1941,8(2):76-81

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“What is an author?” Contemporary publishing discourse and the author figure     

Juliet Gardiner 《Publishing Research Quarterly》2000,16(1):63-76

Martin Amis’ novel The Information was published in paperback in May 1995. For a number of convergent reasons, the publication became, in itself, a major media event. In examining this occasion., the economic and cultural imperatives that shaped the marketing of The Information and the wider context of contemporary book publishing and its relation to other media, this paper problematises the relationship between cultural and economic value. It considers the discourse around what an author is “worth” in a late capitalist society of fiercely competitive consumer choice, and how the representation of an avowedly “literary” author is mobilised in the marketplace in ways that aim not to threaten to compromise the investment in the difference between literary and popular fiction.  相似文献   

Play and Toys in West Bengal: Self-reports of parents of children with cerebral palsy     

Juliet Goldbart  Swapna Mukherjee 《International Journal of Disability, Development & Education》2000,47(4):337-353

Play, in the West, is seen by professionals as a crucial context for the transmission of skills, such as problem-solving, language, and communication. As such, it forms the vehicle for much intervention and therapy. Reports were elicited from parents of children with cerebral palsy in West Bengal on the activities they engaged in with their child and on the toys, if any, the child possessed. The majority of parents reported spending time playing with and teaching their child and all respondents named at least two toys belonging to their child. Associations between play and teaching and characteristics of the families are examined along with implications for parent involvement programs in non-Western contexts.  相似文献   

Ability‐grouping in Secondary Schools and Attainment     

Ken Fogelman  Juliet Essen  Alan Tibbenham 《Educational studies》1978,4(3):201-212

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Using transformative models of adult literacy in conflict resolution and peacebuilding processes at community level: examples from Guinea,Sierra Leone and Sudan     

Juliet McCaffery 《Compare》2005,35(4):443-462

This paper draws on the experience in Guinea, Sierra Leone and South Sudan, to explore how the methodology and modalities of community based participatory literacy can interrelate and combine with those of conflict resolution and peacebuilding. The paper considers how transformative models of literacy, such as those of Freire, REFLECT, the ActionAid literacy programme, and ‘New Literacy Studies’, along with the self‐expression and creative writing these generate, can contribute to the processes of forgiveness, reconciliation and reconstruction. It argues that adult literacy programmes constitute an important element in post‐conflict reconstruction.  相似文献