Effects of a community initiative on the quality of child care     

Donna M. Bryant  Kelly L. Maxwell  Margaret Burchinal 《Early childhood research quarterly》1999,14(4):449

This study examined the effects of a broad-based community initiative (Smart Start) to improve the quality of child care for preschoolers. Data were collected in 1994 and 1996 from over 180 child care centers in 12 counties implementing the community initiative. The quality of child care, as measured by the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), was significantly higher in 1996 than 1994, both across the entire sample and across the subset of 91 centers observed in both years. The quality of child care in 1996 was significantly related to the number of local quality improvement activities in which the child care centers participated. This and additional evidence presented in the paper show that a comprehensive community initiative can improve child care quality if significant funds and activities are focused on the issue.  相似文献   

Work, Education and Leadership     

Bryant Griffith 《Interchange》1998,29(1):113-115

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Assessing future business/education linkage     

J. Bryant VanCronkhite 《TechTrends》1990,35(4):58-59

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A study of administrative expertise in participant performance on the NASSP assessment center     

Miles T. Bryant 《Journal of Personnel Evaluation in Education》1990,3(4):353-363

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Reliability and Validity of Behavior Problem Checklists as Measures of Stable Traits in Low Birth Weight, Premature Preschoolers     

Donna Spiker  Helena C. Kraemer  Norman A. Constantine  Donna Bryant 《Child development》1992,63(6):1481-1496

Mothers, teachers, and assistant teachers completed the Richman Behavior Checklist (BCL) at ages 2 and 3 years and the Achenbach Child Behavior Checklist for Ages 2-3 (CBCL 2-3) at 3 years for a large sample of low birth weight, premature children. Interinstrument correlations for total scores were moderate, higher for teachers and assistant teachers than for mothers, with moderate temporal stability for BCL scores. Interrater agreement for either total scores or classifications of clinically significant scores was moderately high between teachers and assistant teachers only, and children identified as disturbed by mothers versus teachers represent almost nonoverlapping groups. Furthermore, many more children were identified as disturbed using the BCL. The most powerful predictors of mothers' total CBCL 2-3 scores were HOME Inventory scores and self-reported depression. The use of these scales in clinical and research contexts is discussed.  相似文献   

A Longitudinal Study of Two Early Intervention Strategies: Project CARE   总被引：8，自引：0，他引：8  

Barbara Hanna Wasik  Craig T. Ramey  Donna M. Bryant  Joseph J. Sparling 《Child development》1990,61(6):1682-1696

65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention.  相似文献   

The effects of cooperatively and competitively structured learning enironments on inter- and intrapersonal behavior.     

S B Crockenberg  B K Bryant  L S Wilce 《Child development》1976,47(2):386-396

This study examines the effects of cooperative versus competitive goal structures on the subsequent intra- and interpersonal behavior of fourth-grade children. 2 situational variables were operating in each situation: first, the variable of working on a project as a group versus as an individual; and second, the variable of public reward. Results indicate that the effects of competitively structured environments differ for winners and nonwinners and for boys and girls. Girls, both winners and nonwinners, adopt the evaluations of the experimenter and generalize worthiness or deservedness to other situations as evidenced by their prize giving to self and others. After failure to win, girls also refrain from taking a toy away from the winner. After failure to win, boys behave competitively by taking a toy away from the winner and rewarding self more relative to others. The data also suggest that boys may not have experienced cooperative winning as success.  相似文献   

Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research     

Min Wook Ok  Kavita Rao  Brian R. Bryant  Dennis McDougall 《Exceptionality》2017,25(2):116-138

Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based instruction on academic and social outcomes for pre-K to grade 12 students. For the 13 studies that qualified for our review, we analyzed how researchers applied UDL principles as well as outcomes and efficacy of UDL-based interventions. Results of this analysis suggest that overall, UDL-based instruction has the potential to increase engagement and access to general education curriculum for students with disabilities, and improve students’ academic and social outcomes. However, we found mixed results; the efficacy of UDL-based interventions varied considerably within and across many studies, with effect sizes ranging from small to large. In addition, we found that although authors noted that their interventions were UDL-based, there was considerable variance in how authors reported connections between specific UDL guidelines and components of their interventions.  相似文献   

Fathers' Infant‐Directed Speech in a Small‐Scale Society          下载免费PDF全文

Tanya Broesch  Gregory A. Bryant 《Child development》2018,89(2):e29-e41

When speaking to infants, mothers often alter their speech compared to how they speak to adults, but findings for fathers are mixed. This study examined interactions (N = 30) between fathers and infants (M_age ± SD = 7.8 ± 4.3 months) in a small‐scale society in Vanuatu and two urban societies in North America. Fundamental frequency (F₀) and speech rate were measured in infant‐directed and adult‐directed speech. When speaking to infants, fathers in both groups increased their F₀ range, yet only Vanuatu fathers increased their average F₀. Conversely, North American fathers slowed down their speech rate to infants, whereas Vanuatu fathers did not. Behavioral traits can vary across distant cultures while still potentially solving similar communicative problems.  相似文献   

Exploring features of highly productive research contexts in Asia: a comparison of knowledge production in educational leadership in Israel and Hong Kong     

Philip Hallinger  Darren A. Bryant 《Asia Pacific Journal of Education》2016,36(1):165-184

A recent review of research identified two Asian societies that represented “positive outliers” in the production of published knowledge on educational leadership and management: Hong Kong and Israel. These were the only Asian societies that had produced a critical mass of publications in this field in international journals over the past two decades. The current study examined the nature of the publication corpus from Hong Kong and Israel in an effort to understand factors that may have contributed to this capacity for high research productivity. The results suggested that different strategies may have accounted for research capacity development in these two societies. Directions are identified for future research.  相似文献