Reviews     

Sandra Leanne Bosacki 《TechTrends》2004,49(3):86-86

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The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000–2016     

Jennifer Gore  Sally Patfield  Leanne Fray  Kathryn Holmes  Maree Gruppetta  Adam Lloyd  Maxwell Smith  Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355

While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship.  相似文献   

Children's drawings provide a new perspective on teacher–child relationship quality and school adjustment     

Linda J. Harrison  Leanne Clarke  Judy A. Ungerer 《Early childhood research quarterly》2007

A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school.  相似文献   

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs     

Erinn Hanner  Emily J. Braham  Leanne Elliott  Melissa E. Libertus 《Mind, Brain, and Education》2019,13(2):110-118

Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children.  相似文献   

A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying     

Donna Cross  Leanne Lester  Natasha Pearce  Amy Barnes  Shelley Beatty 《The Journal of educational research》2018,111(3):255-267

Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying.  相似文献   

A Factor Analytic Study of the Infant-Toddler and Early Childhood Versions of the HOME Inventory Administered to White, Black, and Hispanic American Parents of Children Born Preterm   总被引：3，自引：0，他引：3  

Robert H. Bradley  Daniel J. Mundfrom  Leanne Whiteside  Patrick H. Casey  Kathleen Barrett 《Child development》1994,65(3):880-888

Factor analyses were performed on the Infant-Toddler and the Early Childhood versions of the HOME Inventory for 3 groups (blacks, whites, and Hispanics) of premature, low-birthweight children. Participants lived in 8 different U.S. cities. On the IT-HOME, 5 factors were originally retained for each group using the principal factors method of extraction. Factor structures for blacks and whites were similar, accounting for 85% and 75% of the variance, respectively. The structure for Hispanics was somewhat different; a 7-factor solution accounting for 65% of the variance was most interpretable. For the EC-HOME, 6 factors were retained for both black and white groups, accounting for 80% and 73% of the variance, respectively. For Hispanics, an 8-factor solution accounted for 59% of the variance. The factor structures for blacks and whites were largely in agreement with the current organization of items into subscales. The fit for Hispanics was not quite as good, but most factors also corresponded to current subscales.  相似文献   

Knowledge building: aligning education with needs for knowledge creation in the digital age     

Tan  Seng Chee  Chan  Carol  Bielaczyc  Katerine  Ma  Leanne  Scardamalia  Marlene  Bereiter  Carl 《Educational technology research and development : ETR & D》2021,69(4):2243-2266

Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and...  相似文献   

Infant Temperament Measured by Multiple Observations and Mother Report   总被引：4，自引：0，他引：4  

Ronald Seifer  Arnold J. Sameroff  Leanne C. Barrett  Elizabeth Krafchuk 《Child development》1994,65(5):1478-1490

Observers and mothers rated infant behavior ( n = 50) in the home on dimensions of temperament once a week for 8 weeks. Although week-to-week correlations were modest (intraclass correlations of .14–.36), aggregates of the 8 observations had high reliability for both observers and mothers. Mother reports were tied to our observation sessions by having mothers ( a ) rate their infants' behavior during the period when our observations were made and ( b ) use a questionnaire that mirrored the scoring system used for scoring the videotaped observation sessions. When direct observations were compared with mother reports (on the aggregated weekly reports and on 4 widely used questionnaires), little evidence of mother-observer correspondence was found. The interpretation of the large literature that has used maternal report is discussed, as well as the importance of direct observation of infant behavior when temperament is assessed.  相似文献   

Engaging Élitism: the Mediating Effect of Work Engagement on Affective Commitment and Quit Intentions in Two Australian University Groups     

Justine L Ferrer  Leanne Morris 《Higher Education Quarterly》2013,67(4):340-357

Some universities rely on their élitism as one mechanism to attract and retain talented faculty. This paper examines two groups of élite and non‐élite universities and the mediating effect that work engagement has on affective commitment and intention to quit. Findings indicate partial support for the mediating effect of work engagement in the non‐élite group but no support in the élite university group. The implications of these diverse results are posed for the management of academics in élite and non‐élite universities, suggesting that a ‘one size fits all approach’ to performance outcomes does not always fit.  相似文献   

A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities     

Daniel Z. Meyer  Allison Antink Meyer  Keith A. Nabb  Margaretann G. Connell  Leanne M. Avery 《Research in Science Education》2013,43(1):57-76

A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work.  相似文献