Single Mothers’ Experiences of Support at Their Young Children’s School: An Interpretative Phenomenological Approach     

Erin M. West  Lynne Guillot Miller  Randall M. Moate 《Early Childhood Education Journal》2017,45(3):379-391

This phenomenological study explored six single mothers’ experiences of support at their young children’s school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers’ formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children’s school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children’s school were also explored including the mothers’ desire for stronger relationships with other parents and families at the school.  相似文献   

Editorial     

Alex de Voogt  Lance Miller 《Learning & behavior》2017,45(4):329-329

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Implementation integrity in peer tutoring of mathematics     

Keith Topping  David Miller  Pauline Murray  Nora Conlin 《教育心理学》2011,31(5):575-593

A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.  相似文献   

Do no-loan policies change the matriculation patterns of low-income students?     

Glen R. Waddell  Larry D. Singell Jr. 《Economics of Education Review》2011,30(2):203-214

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Does food insecurity at home affect non-cognitive performance at school? A longitudinal analysis of elementary student classroom behavior     

Larry L. Howard 《Economics of Education Review》2011,30(1):157-176

This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S. counties to control for potential confounding effects of the local economic and noneconomic environment on children's household transitions between states of food insecurity and food security. The time horizon of our analysis affords insight into factors underlying children's formation of non-cognitive skills and the efficiency of classroom-based educational production in elementary school. Overall, we find significant negative developmental effects for children with food insecurity at home; and that children experiencing an early transition from food insecurity in 1st grade to food security in 3rd grade have even larger impairments that persist through 5th grade.  相似文献   

Intent-based diversification of web search results: metrics and algorithms     

Olivier Chapelle  Shihao Ji  Ciya Liao  Emre Velipasaoglu  Larry Lai  Su-Lin Wu 《Information Retrieval》2011,14(6):572-592

We study the problem of web search result diversification in the case where intent based relevance scores are available. A diversified search result will hopefully satisfy the information need of user-L.s who may have different intents. In this context, we first analyze the properties of an intent-based metric, ERR-IA, to measure relevance and diversity altogether. We argue that this is a better metric than some previously proposed intent aware metrics and show that it has a better correlation with abandonment rate. We then propose an algorithm to rerank web search results based on optimizing an objective function corresponding to this metric and evaluate it on shopping related queries.  相似文献   

Integrated carbon fiber electrodes within hollow polymer microneedles for transdermal electrochemical sensing     

Miller PR  Gittard SD  Edwards TL  Lopez DM  Xiao X  Wheeler DR  Monteiro-Riviere NA  Brozik SM  Polsky R  Narayan RJ 《Biomicrofluidics》2011,5(1):13415

In this study, carbon fiber electrodes were incorporated within a hollow microneedle array, which was fabricated using a digital micromirror device-based stereolithography instrument. Cell proliferation on the acrylate-based polymer used in microneedle fabrication was examined with human dermal fibroblasts and neonatal human epidermal keratinocytes. Studies involving full-thickness cadaveric porcine skin and trypan blue dye demonstrated that the hollow microneedles remained intact after puncturing the outermost layer of cadaveric porcine skin. The carbon fibers underwent chemical modification in order to enable detection of hydrogen peroxide and ascorbic acid; electrochemical measurements were demonstrated using integrated electrode-hollow microneedle devices.  相似文献   

Creating Positive Lived Experiences in Schools for International Relocatee Parents and Their Children     

Marsh  Monica Miller  Raimbekova  Lolagul 《Early Childhood Education Journal》2022,50(2):279-289

Early Childhood Education Journal - Children benefit from strong home–school relationships. Yet, parents who are immigrants and refugees are expected to follow frameworks for school...  相似文献   

Next Generation Science Standards: All Standards,All Students   总被引：1，自引：0，他引：1  

Okhee Lee  Emily C. Miller  Rita Januszyk 《Journal of Science Teacher Education》2014,25(2):223-233

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Teachers’ resilience and well-being: a role for educational psychology     

Simon Gibbs  Andy Miller 《Teachers and Teaching》2014,20(5):609-621

The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers.  相似文献