Peer Effects on Children's Language Achievement During Pre-Kindergarten     

Andrew J. Mashburn  Laura M. Justice  Jason T. Downer  Robert C. Pianta 《Child development》2009,80(3):686-702

This study examined associations between peers' expressive language abilities and children's development of receptive and expressive language among 1,812 four-year olds enrolled in 453 classrooms in 11 states that provide large-scale public pre-kindergarten (pre-k) programs. Higher peer expressive language abilities were positively associated with children's development of receptive and expressive language during pre-k. The positive association between peers' expressive language abilities and children's receptive language development was stronger for children who began pre-k with higher receptive language skills and within classrooms characterized by better classroom management. Implications of these findings for understanding ecological inputs to children's language development and for designing effective pre-k programs are discussed.  相似文献   

Children's adjustment problems in families characterized by men's severe violence toward women: Does other family violence matter?     

Renee McDonald  Ernest N. Jouriles  Candyce D. Tart  Laura C. Minze 《Child abuse & neglect》2009,33(2):94-101

ObjectiveThis research examined whether additional forms of family violence (partner-child aggression, mother-child aggression, and women's intimate partner violence [IPV]) contribute to children's adjustment problems in families characterized by men's severe violence toward women.MethodsParticipants were 258 children and their mothers recruited from domestic violence shelters. Mothers and children completed measures of men's IPV, women's IPV, partner-child aggression, and mother-child aggression. Mothers provided reports of children's internalizing and externalizing behavior problems; children provided reports of their appraisals of threat in relation to interparent conflict.ResultsAfter controlling for sociodemographics and men's IPV: (1) each of the additional forms of family violence (partner-child aggression, mother-child aggression, and women's IPV) was associated with children's externalizing problems; (2) partner-child aggression was associated with internalizing problems; and (3) partner-child aggression was associated with children's threat appraisals. The relation of mother-child aggression to externalizing problems was stronger for boys than for girls; gender differences were not observed for internalizing problems or threat appraisals.ConclusionsMen's severe IPV seldom occurs in the absence of other forms of family violence, and these other forms appear to contribute to children's adjustment problems. Parent-child aggression, and partner-child aggression in particular, are especially important. Systematic efforts to identify shelter children who are victims of parental violence seem warranted.Practice implicationsMen's severe IPV seldom occurs in the absence of other forms of family violence (partner-child aggression, mother-child aggression, and women's IPV), and these different forms of family violence all contribute to children's adjustment problems. Treatment programs for children who come to domestic violence shelters should address these different forms of family violence, especially parent-child aggression.  相似文献   

Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme     

Kathryn Aylward  Laura Sbaffi  Anne Weist 《Health information and libraries journal》2020,37(3):216-227

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Integrating Scenario‐Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers     

John P. Sabatini  Tenaha O'Reilly  Laura K. Halderman  Kelly Bruce 《Learning disabilities research & practice》2014,29(1):36-43

In recent years, researchers, educators, and policy makers have called for a new generation of reading comprehension assessments (e.g., Partnership for 21st Century Skills, 2008). Advocates of this movement argue for a deeper type of reading assessment, one that captures students’ ability to not only understand single texts in isolation but also to engage in purposeful, multisource integration of sources. While this shift in how we define and measure reading comprehension is laudable, assessments must also measure the fundamental reading skills that may impede higher‐level comprehension processes. This article presents data from two assessments that were designed to work in tandem to provide a more complete picture of reading comprehension. Middle school students were given a component skills battery which measured core reading skills such as word recognition, decoding, vocabulary, and morphology, as well a second assessment designed to measure reading comprehension. Reading comprehension was measured using a scenario‐based assessment approach, which required students to read a range of sources to fulfill a particular reading goal. The results indicate that students, including struggling readers, were able to read, understand, and problem solve in complex learning environments, but students’ ability to do so was often tempered by their basic reading skills. We argue that including a measure of component skills alongside a measure of higher‐level comprehension is beneficial in interpreting student performance. Accordingly, we present the results on the scenario‐based measure as a function of reading component skills and argue for the value of using this approach for struggling readers.  相似文献   

The Next Big Idea: A Framework for Integrated Academic and Behavioral Intensive Intervention          下载免费PDF全文

Laura Berry Kuchle  Rebecca Zumeta Edmonds  Louis C. Danielson  Amy Peterson  T. Chris Riley‐Tillman 《Learning disabilities research & practice》2015,30(4):150-158

Despite advances in evidence‐based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem‐solving teams focus primarily on either academic or behavioral concerns, students with the most intensive needs often have interrelated needs in both areas. The next big idea in special education should be to merge these efforts, building upon all that we have learned about problem solving at all levels of support, to improve outcomes for these students. Data‐based individualization provides a framework for integrating academic and behavioral problem solving and intervention.  相似文献   

‘Robot’ is a machine that makes the functions of a man     

Thomasen  Laura Søvsø 《Metascience》2020,29(1):121-123

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An Innovative Near-Peer Mentoring Model for Undergraduate and Secondary Students: STEM Focus     

Laura S. Tenenbaum  Margery K. Anderson  Marti Jett  Debra L. Yourick 《Innovative Higher Education》2014,39(5):375-385

This study examined a novel mentoring model, near-peer mentorship, that supports the development of mentee and mentor, incorporates established principles of mentoring, and offers unique opportunities to integrate research and teaching in a science, technology, engineering, and mathematics (STEM) internship. Using qualitative methods, this model was examined from the perspectives of near-peer mentors and student mentees during a science education internship at the Walter Reed Army Institute of Research. Results revealed that this mentorship model contributed to personal, educational, and professional growth for near-peer mentors and increased the interest and engagement of students studying STEM. We discuss implications, limitations, and future directions.  相似文献   

Connecting the continuum: a university-based induction program to improve teacher quality     

Laura Van Zandt Allen 《Teacher Development》2014,18(1):65-80

The Summer Curriculum Writing Institute (SCWI) supports graduates of a university-based teacher education program during the induction years and beyond with the aim of impacting teacher quality. The purpose of this article is to describe the development, goals, research, and lessons learned during SCWI from 2005–12. The week focuses around the central task of curriculum development, building on foundations learned during preservice education, and includes opportunities for ongoing learning and reconnecting with cohort members. Studies of the program highlight five key aspects of the week – curriculum writing, time, maintaining and expanding professional networks, teacher efficacy, and teacher retention. Participants have shown increases in curriculum quality as well as classroom teaching retention rates. As numbers of participants continue to grow, SCWI appears a sustainable model for universities to continue supporting graduates during the induction years and beyond.  相似文献   

Expanding your horizons     

Laura A. Hildreth  Jennifer L. Green  Nicole Soll 《Teaching Statistics》2016,38(2):72-72

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Spirituality/Religiosity,Life Satisfaction,and Life Meaning as Protective Factors for Nonsuicidal Self‐Injury in College Students     

Victoria E. Kress  Rebecca A. Newgent  Janis Whitlock  Laura Mease 《Journal of College Counseling》2015,18(2):160-174

The purpose of this study was to identify factors that may protect or insulate people from engaging in nonsuicidal self‐injury (NSSI). College students (N = 14,385) from 8 universities participated in a web‐based survey. Results of bivariate correlations and multiple regression revealed that spirituality/religiosity, life satisfaction, and life meaning were predictive of NSSI. The authors provide practice suggestions for college counselors and other professionals charged with helping those at risk for NSSI.  相似文献