Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels     

Bridget E. Hatfield  Linda L. Hestenes  Victoria L. Kintner-Duffy  Marion O’Brien 《Early childhood research quarterly》2013

Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed.  相似文献   

The Feeling of Thinking in Professional Self‐study   总被引：1，自引：0，他引：1  

Marion Dadds 《Educational Action Research》2013,21(2):287-303

Studying one's own professional work is no straightforward matter and adopting the reflective mode is not simply a cerebral activity. As we study our teaching, we are studying the images we hold of ourselves as teachers. Where these established self‐images are challenged, questioned and perhaps threatened in the learning process we may experience feelings of instability, anxiety, negativity, even depression. This is especially so if the ‘self we come to see in self‐study is not the “self we think we are, or the ‘self we would like to be. Thinking about our work In self‐evaluation can thus be a highly charged emotional experience, one from which we may be tempted to retreat, thus endangering further learning. If, on the other hand, we have the support of caring, sensitive and interested critical friends to help us through these potentially dangerous processes of self‐evaluation, we are more likely to remain open to further learning and professional development. The company we keep and the circumstances under which we enter into self‐study may have a significant effect, for better or worse, on our professional learning. These issues are illustrated by the experience of two award‐seeking teacher action researchers who used video in their classrooms to aid their self‐study. The paper argues for greater attention to be given to the nature of the learning climate in which self‐study, self‐evaluation and developmental self‐appraisal take place. If the learning climate is not ‘right’, self‐study may become self‐defeating.  相似文献   

Explaining the mathematical creativity of a young boy: an interdisciplinary venture between mathematics education and psychoanalysis     

Götz Krummheuer  Marianne Leuzinger-Bohleber  Marion Müller-Kirchof  Melanie Münz  Rose Vogel 《Educational Studies in Mathematics》2013,82(2):183-199

Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep mathematical knowledge. The method of analysis involved the establishment of a set of specific curriculum goals and associated indicators, based on research into the teaching and learning of a particular field within the mathematics curriculum, namely proportion and proportional reasoning. Topic selection was due to its pervasive nature throughout the school mathematics curriculum at this level. As a result of this study, it was found that the five textbook series examined provided limited support for the development of multiplicative structures required for proportional reasoning, and hence would not serve well the development of deep learning of mathematics. The study demonstrated a method that could be applied to the analysis of junior secondary mathematics in many parts of the world.  相似文献   

A tribute to Sally Childs     

Aylett R. Cox  Marion Welchman  Roger E. Saunders  Alice Koontz  Margaret Rawson 《Annals of dyslexia》1988,38(1):1-7

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Info works MARC management and OPAC system: A review     

Marion Matters 《Archives and Museum Informatics》1994,8(1):60-70

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Incommunicado: on trying to understand autistic lives     

Marion Glastonbury 《Changing English: An International Journal of English Teaching》1996,3(2):119-130

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Mechanism of craquelure pattern formation on panel paintings     

Leszek Krzemień  Michał Łukomski  Łukasz Bratasz  Roman Kozłowski  Marion F. Mecklenburg 《文物保护研究》2016,61(6):324-330

The drying shrinkage accumulation from exposure of freshly prepared gesso layers to relative humidity (RH) cycles was determined to elucidate the mechanism of craquelure pattern formation on panel paintings. The progresive drying shrinkage of the gesso is observed only under the cycles going to high RH levels which bring about transitions from brittle to ductile state of the material. The first incidence of fracture on the gesso layers occurred after a limited number of cycles ranging between a few and 100 for a range of layer thickness between 0.5 and 1?mm. The craquelure patterns stabilised also after a limited number of cycles (30 for the 1-mm thick layer). Upon increase in the gesso layer thickness, the strength of the layer is reduced and the spacing of shrinkage fractures increases. The study demonstrated that craquelure patterns, mimicking historical ones, can be realistically produced in laboratory conditions. Such studies would provide useful information for preparing specimens simulating historic panel paintings and would inform the current efforts on automatic, computer-aided classifications of crack formations on paintings.  相似文献   

Parent and teacher views of gifted children's social abilities     

Briar Galloway  Marion Porath 《Roeper Review》2013,35(2):118-121

This study compared parent and teacher perceptions of gifted children's social skills and the importance these adults attach to different social skills. No significant differences were found on overall ratings of social skills. However, differences were found on specific social skills. Teacher ratings of cooperation were significantly higher than parents' and teachers valued cooperation highly. Parent ratings of assertion were significantly higher than teachers' and they valued assertion and self‐control over cooperation. Implications for the classroom and home are discussed.  相似文献   

Grandfather and I     

Marion H. Lee 《The Educational forum》2013,77(4)

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Schools as learning communities: Building capacity through network learning     

Christopher Day  Mark Hadfield  Marion Kellow 《Education 3-13》2013,41(3):19-22

This article reports on the results from a study which investigated the impact of guidance given in writing tasks on children's writing performance. Six hundred eleven year olds completed writing tasks with varying content and structural support and their writing was analysed for purpose and organisation, style, spelling, clause structure, word class, paragraphing and punctuation. The aim was to find out if support facilitated better writing and if the type of support had differing effects. The findings suggested that the support did not significantly affect performance in narrative and persuasive writing. Possible implications and initial indications from a follow-up qualitative study of children's thinking are discussed.  相似文献