Early Indications of Resilience and Their Relation to Experiences in the Home Environments of Low Birthweight, Premature Children Living in Poverty   总被引：4，自引：0，他引：4  

Robert H. Bradley  Leanne Whiteside  Daniel J. Mundfrom  Patrick H. Casey  Kelly J. Kelleher  Sandra K. Pope 《Child development》1994,65(2):346-360

The caregiving environment experienced by 243 premature, low birthweight (LBW) children living in poverty was examined to determine whether the quality of care such children receive affords them some measure of protection from the generally deleterious consequences of poverty and prematurity. Only 26 children were identified as functioning in the normal range for cognitive, social/adaptive, health, and growth parameters at age 3. These children, who showed early signs of resiliency, differed from nonresilient children in that they were receiving more responsive, accepting, stimulating, and organized care. They were also living in safer, less crowded homes. 6 "protective" aspects of caregiving were identified and used as part of a cumulative protection index. Children with less than 3 protective aspects of caregiving present at age 1 had only a 2% probability of being resilient, and only a 6% probability if fewer than 3 were present at age 3. Overall, premature LBW children born into conditions of poverty have a very poor prognosis of functioning within normal ranges across all the dimensions of health and development assessed. However, those raised in a setting with 3 or more protective factors were more likely to show early signs of resiliency.  相似文献   

Secondary school students’ perceptions of, and the factors influencing their decision-making in relation to, VET in schools     

Leanne Dalley-Trim  Nola Alloway  Karen Walker 《The Australian Educational Researcher》2008,35(2):55-69

This paper addresses the issue of Vocational Education and Training in Schools — an issue that has recently attracted significant political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates secondary school students’ perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making in relation to VETiS — that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings presented, the paper argues that VET, and more particularly VETiS, is experiencing an “image problem” — one underscored by the need for curriculum design and delivery reform — and suggests that there is much work still to be done on the VET agenda.  相似文献   

Oral traditions: a contextual framework for complex science concepts—laying the foundation for a paradigm of promise in rural science education     

Leanne M. Avery  Bryan J. Hains 《Cultural Studies of Science Education》2017,12(1):129-166

The overarching goal of this paper is to bring a diverse educational context—rural sayings and oral traditions situated in ecological habitats—to light and emphasize that they need to be taken into consideration regarding twenty-first century science education. The rural sayings or tenets presented here are also considered alternative ways of learning and knowing that rural people (elders and children) acquire outside of school in rural places of home and habitat. Throughout this paper we explore the complex nature of rural sayings or tenets that have been shared by community elders and examine their historic scientific roots. In so doing, we uncover a wealth of information regarding the diverse rural sociocultural and ecological connections and the situated macro and micro-contexts from which these tenets arise. We argue for a preservation and educational revitalization of these tenets for current and future generations. We show how this knowledge both augments and differs from traditional western science and science curricula by illuminating the ways in which oral traditions are embedded in place, people, memory and culture. We close by presenting an alternative paradigm for science education that incorporates pluralism as a means to enrich current place-based pedagogies and practices. We suggest that in order to tackle the complex problems in this new age of the Anthropocene, revitalizing elders' wisdom as well as valuing rural children’s diverse knowledge and the inherent connectivity to their habitats needs be cultivated and not expunged by the current trends that standardize learning. As stated in the call for this special issue, “rurality has a real positionality” and much can be learned from individual and unique rural contexts.  相似文献   

Cultural studies of rural science education     

David E. Long  Leanne M. Avery 《Cultural Studies of Science Education》2017,12(1):1-5

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Early Home Environment and Mental Test Performance: A Structural Analysis     

Leanne Whiteside-Mansell  Robert H. Bradley 《Early education and development》1996,7(3):277-294

A theoretical model of early environment action was examined on a sample of 282 infants representing two racial groups (Caucasian, African-American). Children were obtained from three different sites in the United States. The model examined included the following variables: socioeconomic status (SES), early cognitive status (Bayley MDI at 12 months), stimulation within the home environment (subscales from the HOME Inventory at 12 and 24 months), parents use of negative control (subscales from the HOME Inventory at 12 and 24 months), and later cognitive status (36-month Stanford-Binet IQ). Structural Equation Modeling (SEM) with the LISREL software was used to confirm the fit of the model for African-Americans and Caucasians and for males and females separately. The models for males and females had similar structures, but not equal coefficients for all paths in the model. The models showed significant paths from socioeconomic status and early cognitive status to stimulation with the home environment, a significant path from SES to negative parental control, and a significant path from stimulation within the home environment to later cognitive status. The models for African-Americans and Caucasians differed in structure. For African-Americans, there was no evidence that the link between SES and 36-month IQ was mediated through negative control but SES and early cognitive status were linked to later IQ via the amount of stimulation provided in the home. For Caucasians, early cognitive status did not appear related to 36- month IQ but negative control did appear to mediate the relation between SES and IQ.  相似文献   

Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools     

Jennifer Gore  Kathryn Holmes  Max Smith  Leanne Fray  Patrick McElduff  Natasha Weaver 《高等教育研究与发展》2017,36(7):1383-1400

Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.  相似文献   

Increasing the Involvement of People with an Intellectual Disability in Choice Making Situations: A Practical Approach     

Meredith Rawlings  Leanne Dowse  Anthony Shaddock 《International Journal of Disability, Development & Education》1995,42(2):137-153

This paper describes a participant observation approach to exploring choice making by people with an intellectual disability in three different home settings‐‐a private family home, a community group home and an independent living situation. It identifies some of the factors which affect choice making, including experience at making choices, routines, the role of support people, and communication. The paper illustrates these factors with examples from the different settings. Finally, it provides practical suggestions for service providers to increase the involvement of people with an intellectual disability in choice making situations.  相似文献   

Literature,Community and Cooperation: The Big Read at Regent University     

Leanne B. Hillery 《Public Services Quarterly》2013,9(4):331-342

This article recounts the experience of the Regent University Library in planning and implementing a festival of Tolstoy and Russian culture as part of the National Endowment for the Arts (NEA) Big Read initiative. The NEA launched the Big Read in 2006 to counter the alarming decline of literary reading documented in its 2002 report Reading at Risk. Program and event planning are important competencies of librarianship. The authors hope that the lessons learned in planning a large event with many partners will be useful to others undertaking similar projects for the first time.  相似文献   

Responses to changes in relational uncertainty within dating relationships: Emotions and communication strategies   总被引：2，自引：0，他引：2  

Leanne K. Knobloch  Denise Haunani Solomon 《Communication Studies》2013,64(3):282-305

Guided by the appraisal theory of emotion, this paper examines how various emotions shape communication strategies within romantic relationships. Events that changed people's relational uncertainty levels provide the context for the investigation. Participants in dating relationships (N = 141) described their experience of relational certainty and uncertainty increasing events. Relational certainty increases coincided with relatively high levels of happiness, and relational uncertainty increases corresponded with heightened degrees of anger and sadness. Integrative behaviors were a frequently reported response to both kinds of events. Consistent with appraisal theory, specific emotions were associated with particular strategies; however, some effects were moderated by the type of event. The discussion highlights the utility of appraisal theory for understanding how romantic partners manage fluctuations in relational uncertainty.  相似文献   

Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education     

Kimberly J. Vannest  Benjamin A. Mason  Leanne Brown  Nicole Dyer  Shell Maney  Tufan Adiguzel 《Journal of Science Teacher Education》2009,20(4):353-363

Finding appropriate instructional settings in science for students with disabilities is challenging, and the range of services or placements used is currently unknown. This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that while nearly all districts reported special education settings for the instruction of science for students with disabilities, some districts provided only general education settings. Theoretical and practical implications for teacher preparation are discussed.  相似文献