Attitudes to reading at ages nine and eleven   总被引：2，自引：0，他引：2  

Marian Sainsbury  Ian Schagen 《Journal of Research in Reading》2004,27(4):373-386

A survey was conducted with the aim of identifying attitudes towards reading amongst upper primary pupils, and establishing whether these attitudes had changed over the five‐year period from 1998 to 2003. A sample of 5076 pupils in Years 4 and 6 completed questionnaires. Attitudes were generally positive, but declined somewhat between the younger and older of these age groups. A sub‐sample of 2364 of these pupils were in the same schools where the same questionnaire had been completed in 1998. Enjoyment of reading had significantly fallen over the five years, whilst confidence as readers had significantly increased over the same period. The changes may be related to the introduction of the National Literacy Strategy, but other explanations are also possible.  相似文献   

Inhibition in Toddlerhood and the Dynamics of the Child''s Interaction with an Unfamiliar Peer at Age Five   总被引：3，自引：0，他引：3  

Grazyna Kochanska  Marian Radke-Yarrow 《Child development》1992,63(2):325-335

Measures of inhibition to social and nonsocial unfamiliar events, obtained in toddlerhood, were studied as predictors of social behaviors during an interaction with an unfamiliar peer in 100 5-year-old children. Social inhibition predicted a highly shy and inhibited behavioral pattern with peer and less frequent expression of affect during fantasy play; nonsocial inhibition predicted decreased involvement in group play. Analysis of the changing dynamics of the ongoing peer interaction revealed that the role of child inhibition as a predictor of social behavior may be mostly evident during the initial encounter with the peer. Children who as toddlers were particularly socially inhibited, during the initial phase of peer interaction showed a significantly stronger pattern of shy and inhibited behavior and proximity to mother. In contrast to existing evidence that maternal depression may be a risk factor for the child's long-term peer relationships, no differences in social behavior were found between children of normal and affectively ill mothers during a brief encounter with unfamiliar peers.  相似文献   

Understanding institutional image     

Dawn Geronimo Terkla  Marian F. Pagano 《Research in higher education》1993,34(1):11-22

An organization's image is not a clear, concise concept but rather a set of an individual's perceptions about the institution. An educational institution has a multifaceted image that includes academic, social, political, and perhaps stylistic dimensions. We discuss the use of the semantic differential research tool to investigate one institution's image. Specifically, we explore the following questions: (1) What are the differences between the institution's desired image and current image? (2) Do various constituencies view the institution differently? If so, how do alumni perceptions differ from those of current students? Does the institution's internal image differ from its external image?Presented at the Thirty-Second Annual Forum of the Association for Institutional Research, Atlanta, GA, May 10–13, 1992.  相似文献   

Not Black Like Me: The Cultural Journey of an Early Childhood Program     

Mary M. Murray  Marian Mereoiu  Deborah Cassidy  Rosemarie Vardell  Judith A. Niemeyer  Linda Hestenes 《Early Childhood Education Journal》2016,44(5):429-436

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Parent Reports of Behavioral and Emotional Problems among Children in Kenya, Thailand, and the United States   总被引：2，自引：0，他引：2  

John R. Weisz  Marian Sigman  Bahr Weiss  Julie Mosk 《Child development》1993,64(1):98-109

The behavioral and emotional problems children develop may differ from one cultural context to another. We explored this possibility, comparing 11–15-year-old Embu children in Kenya, Thai children, African-American children, and Caucasian-American children. Standardized parent reports on 118 problems revealed 62 significant ( p < .01) culture effects. Caucasian-Americans were rated particularly high on undercontrolled problems (e.g., arguing, disobedient at home, cruel to others). Embu children were rated particularly high on overcontrolled problems (e.g., fears, feels guilty, somatic concerns), largely because of the numerous somatic problems reported. The findings may relate to the strict emphasis on compliance and obedience among the Embu, as opposed to the greater independence permitted in the United States. But alternative interpretations are discussed as well, including the effects of parent sensitivities and Third World living conditions.  相似文献   

Assessing attachment security with the Attachment Q Sort: meta-analytic evidence for the validity of the observer AQS     

van IJzendoorn MH  Vereijken CM  Bakermans-Kranenburg MJ  Riksen-Walraven JM 《Child development》2004,75(4):1188-1213

The reliability and validity of the Attachment Q Sort (AQS; Waters & Deane, 1985) was tested in a series of meta-analyses on 139 studies with 13,835 children. The observer AQS security score showed convergent validity with Strange Situation procedure (SSP) security (r = .31) and excellent predictive validity with sensitivity measures (r = .39). Its association with temperament was weaker (r = .16), which supports the discriminant validity of the observer AQS. Studies on the stability of the observer AQS are still relatively scarce but they have yielded promising results (mean r = .28; k = 4, n = 162). It is concluded that the observer AQS, but not the self-reported AQS, is a valid measure of attachment.  相似文献   

Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction   总被引：3，自引：0，他引：3  

Jongmans MJ  Smits-Engelsman BC  Schoemaker MM 《Journal of learning disabilities》2003,36(6):528-537

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Responses to the Negative Emotions of Others by Autistic, Mentally Retarded, and Normal Children   总被引：9，自引：0，他引：9  

Marian D. Sigman  Connie Kasari  Jung-Hye Kwon  Nurit Yirmiya 《Child development》1992,63(4):796-807

Attention, facial affect, and behavioral responses to adults showing distress, fear, and discomfort were compared for autistic, mentally retarded, and normal children. The normal and mentally retarded children were very attentive to adults in all 3 situations. In contrast, many of the autistic children appeared to ignore or not notice the adults showing these negative affects. As a group, the autistic children looked at the adults less and were much more engaged in toy play than the other children during periods when an adult pretended to be hurt. The autistic children were also less attentive to adults showing fear, although their behavior was not different from the normal children. Few of the children in any group showed much facial affect in response to these situations. The results are discussed in terms of the importance of affect in the social learning experiences of the young child.  相似文献   

EARLIER IS BETTER: A META‐ANALYSIS OF 70 YEARS OF INTERVENTION IMPROVING COGNITIVE DEVELOPMENT IN INSTITUTIONALIZED CHILDREN     

Marian J. Bakermans‐Kranenburg  Marinus H. Van IJzendoorn  Femmie Juffer 《Monographs of the Society for Research in Child Development》2008,73(3):279-293

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Designing a formative e‐assessment: Latent class analysis of early reading skills     

Marian Sainsbury  Tom Benton 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):500-514

Computer‐based testing, or e‐assessment, has the potential to deliver immediate results for the benefit of schools. This paper describes a project that aimed to exploit this potential by designing e‐assessments where the results were intended for use by teachers in planning the next steps in teaching and learning: low‐stakes, formative assessment. A pair of tests assessing early reading was developed, with the test items based on a range of distinct skills, including phonological segmentation, rhyming and word recognition. The tests were administered on a screen with the questions presented aurally and visually. In trials, a total of 1345 test results were obtained from pupils aged 5–7 years from 26 schools. Latent class analysis was used to identify patterns of performance within the data. Four latent classes were distinguished, each characterised by a pattern of responses related to the different test items. The strengths and weaknesses in early reading skills implied by each of these latent classes were described in terms of formative ‘profiles’ provided for teachers in an online reporting package together with indicators for the next steps in teaching. The research resulted in an automated marking and analysis system that can be genuinely formative.  相似文献