Behavioral Assessment of Coping Strategies in Young Children At-risk,Developmentally Delayed,and Typically Developing     

Kendra M. Hall-Kenyon  Gary E. Bingham  Byran B. Korth 《Early education and development》2013,24(1):25-52

Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced achievement. Quantitative and qualitative data were collected concurrently and were interpreted to note the convergence (or lack thereof) of the findings. Quantitative results revealed no difference in the quality of instruction being offered in full- and half-day classrooms. Additionally, full-day kindergarten positively impacted children's academic achievement in literacy but not in mathematics, regardless of children's language status. In regard to language development, ELL children benefited more from full-day kindergarten than did their English-speaking peers, whereas all (ELL and non-ELL) children enrolled in full-day kindergarten made greater language gains when they missed fewer than 10 school days. Practice or Policy: Findings from this study have significant policy and practice implications related to the overall quality, availability, and cultural and developmental appropriateness of kindergarten programming in the United States.  相似文献   

Transformative and Transformed: Examining the Critical Potential of Service Learner Positional Identities     

Kendra R. Brewster 《Equity & Excellence in Education》2013,46(3-4):347-361

Critical service learning requires that students grapple with power even as they negotiate with discourses that frame service as transformative for others, without the reciprocal effect of service learners being transformed. To highlight microprocesses in power, this article uses figured worlds to explore the positional identities of service learners based on how participants viewed their experience, perceived the service site, and understood others’ structural and biographical contexts. Three positional identities emerged from this inquiry: (1) service learner as role model, (2) service learner as future professional, and (3) service learner as beneficiary. Each successive positional identity demonstrated more critical and relational content. Positional identities that emphasized the service learner as a transformative agent featured more acriticality and less relationality than those that positioned the service learner as having been transformed. However, neither position explicitly addressed race, class, or other dimensions used to distribute power. This article illustrates the value that examining small moments of positioning might offer service learners and instructors as a reference point for their own criticality.  相似文献   

Automatic Activation of Exercise and Sedentary Stereotypes     

Tanya Berry  John C. Spence 《Research quarterly for exercise and sport》2013,84(3):633-640

We examined the automatic activation of “sedentary” and “exerciser” stereotypes using a social prime Stroop task. Results showed significantly slower response times between the exercise words and the exercise control words and between the sedentary words and the exercise control words when preceded by an attractive exerciser prime. Words preceded by a normal-weight exerciser prime showed significantly slower response times for sedentary words over sedentary control words and exercise words. An overweight sedentary prime resulted in significantly slower response times for sedentary words over exercise words and exercise control words. These results highlight the need for increased awareness of how active and sedentary lifestyles are portrayed in the media.  相似文献   

Microfluidic device for trapping and monitoring three dimensional multicell spheroids using electrical impedance spectroscopy     

Kevin Luongo  Angela Holton  Ajeet Kaushik  Paige Spence  Beng Ng  Robert Deschenes  Shankar Sundaram  Shekhar Bhansali 《Biomicrofluidics》2013,7(3)

In this paper, we report the design, fabrication, and testing of a lab-on-a-chip based microfluidic device for application of trapping and measuring the dielectric properties of microtumors over time using electrical impedance spectroscopy (EIS). Microelectromechanical system (MEMS) techniques were used to embed opposing electrodes onto the top and bottom surfaces of a microfluidic channel fabricated using Pyrex substrate, chrome gold, SU-8, and polydimethylsiloxane. Differing concentrations of cell culture medium, differing sized polystyrene beads, and MCF-7 microtumor spheroids were used to validate the designs ability to detect background conductivity changes and dielectric particle diameter changes between electrodes. The observed changes in cell medium concentrations demonstrated a linear relation to extracted solution resistance (Rs), while polystyrene beads and multicell spheroids induced changes in magnitude consistent with diameter increase. This design permits optical correlation between electrical measurements and EIS spectra.  相似文献   

Special education teacher preparation: a synthesis of four research studies     

M J McLaughlin  C H Valdivieso  K L Spence  B C Fuller 《Exceptional children》1988,55(3):215-221

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Buying and selling international children’s book rights: A literary agent’s perspective     

Kendra?MarcusEmail author 《Publishing Research Quarterly》2003,19(2):51-56

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Quality and clarity of health information on Q&A sites     

Samuel Kai Wah Chu  Hong Huang  Wendy Nga Man Wong  Wouter F. van Ginneken  Kendra M. Wu  Miu Yan Hung 《Library & information science research》2018

This study investigated the quality and clarity of health information from a total of 238 (126 English and 112 Chinese) answers retrieved from Yahoo!Answers sites. Registered nurses and library professionals judged information quality based on 8 criteria: accuracy, completeness, relevance, readability, verifiability, professional advice, usefulness and non-commercialization. Writing clarity was assessed through rhetorical structure analysis. Results showed that 46% of answers were of poor quality. Furthermore, many Q&A site users were unable to distinguish adequately between high- and low-quality answers. Only 60% of their selected best-answers corresponded to those of the health professionals. These results indicate that the reliability of health information on Q&A sites is questionable. This unreliability may partially be due to the fact that Q&A site answers contain both medical information and social support. Although both are important, they are not always compatible. It may even be dangerous to mistakenly present social support as objective medical information. This research suggests that medical advice and social support should be separated. This has a further advantage in that medical advice could be subjected to stringent, necessary quality assurance measures, without interfering with social support.  相似文献   

School and Residential Segregation in School Districts with Voluntary Integration Policies     

Kendra Taylor  Jeremy Anderson 《Peabody Journal of Education》2019,94(4):371-387

ABSTRACT

Since the Supreme Court’s 2007 Parents Involved decision, school districts have been pursuing integration in more legally and politically charged environments. The retreat of the federal government in the racial integration of schools is well documented, but less understood is what local school districts are doing to fill that void. This study documents the districts in the United States that are engaged in voluntary integration. We measure the racial and income segregation in these districts at the school level from 2000 to 2015, examining the relationship between integration methods and levels of segregation. We also measure block group-level segregation in these school districts during this time period to better understand residential patterns of segregation within the districts and contextualize school-level trends.  相似文献   

Fairness,trust, and school climate as foundational to growth mindset: A study among Brazilian children and adolescents     

Kendra J. Thomas  Josafá Moreira de Cunha  Denise Americo de Souza  Jonathan Santo 《教育心理学》2019,39(4):510-529

Recent research has established the importance of children and adolescents developing a growth mindset for future success and motivation. This research tests believes about fairness, adult trust, and school climate that are theoretically foundational for establishing a cognitive connection between effort and outcome. Regressions and MANOVAS were conducted to understand the direct and indirect relationships between perceptions of justice, adult trust, school climate and growth mindsets.

The first study included 363 children from Brazilian public schools and the findings supported our hypothesis that adult trust partially mediates the relationship between justice perceptions and growth mindset. The second study included an adolescent sample (n?=?497) from more diverse backgrounds and included a measure of institutional mindset. In this study, school fairness and solidarity mediated the relationship between perceptions of justice on institutional growth mindset. This research can help inform educators and researchers of other constructs necessary to foster a growth mindset.  相似文献   

Missing the Mark: A New Form of Honorary Authorship Motivated by Desires for Inclusion     

Isis H. Settles  Sheila T. Brassel  Georgina M. Montgomery  Kevin C. Elliott  Patricia A. Soranno  Kendra Spence Cheruvelil 《Innovative Higher Education》2018,43(4):303-319

As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n?=?6) and early-career project members (n?=?6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation.  相似文献