Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic     

Eadie  Patricia  Levickis  Penny  Murray  Lisa  Page  Jane  Elek  Catriona  Church  Amelia 《Early Childhood Education Journal》2021,49(5):903-913

Early Childhood Education Journal - The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated...  相似文献   

Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour     

Penny Clunies‐Ross  Mandy Kienhuis 《教育心理学》2008,28(6):693-710

This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning.  相似文献   

Writing,Power and Voice: Access to and Participation in Higher Education     

Penny Jane Burke 《Changing English: An International Journal of English Teaching》2008,15(2):199-210

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Family Influences on Adaptive Development in Young Children with Down Syndrome   总被引：2，自引：0，他引：2  

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  Marty Wyngaarden Krauss  Carole C. Upshur  & Aline Sayer 《Child development》1999,70(4):979-989

In this study we investigated the extent to which the family environment predicted differences in trajectories of adaptive development in young children with Down syndrome. The sample was comprised of 54 children with Down syndrome and their families who were studied from infancy through the age of 5 years as part of a longitudinal study of children with disabilities. Hierarchical linear modeling (HLM) was used to estimate the parameters of hierarchical growth models in domains of adaptive development. Results indicated that growth in communication, daily living skills, and socialization domains were predicted by measures of the family environment (i.e., family cohesion and mother-child interaction) above and beyond that predicted by maternal education. Further, Bayley MDI measures during infancy did not predict changes in adaptive development in any of the domains. The results are discussed in terms of implications for service provision and for expanding theoretical frameworks to include the development of children with disabilities.  相似文献   

The phonological deficit hypothesis in Chinese developmental dyslexia   总被引：3，自引：0，他引：3  

Ho  Connie Suk-Han  Law  Teresa Pui-Sze  Ng  Penny Man 《Reading and writing》2000,13(1-2):57-79

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The effects of the classroom environment on the social and mastery behavior of preschool children with disabilities     

Penny Hauser-Cram  Martha B. Bronson  Carole C. Upshur 《Early childhood research quarterly》1993,8(4)

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Student-Created Curricular and Co-Curricular Pathways Toward Participation in a Diverse Democracy     

Penny A. Pasque  Nicholas A. Bowman  Jenny L. Small  Rachel Lewis 《Multicultural Perspectives》2013,15(2):80-89

This study explored the ways in which undergraduate students intentionally navigate complex curricular and co-curricular choices in preparation for engaging in a diverse democracy. Our study examined these choices among students at a university that lacks formal structures to facilitate these choices. Four curricular and co-curricular pathways that exemplify particular forms of the student experience across disciplines emerged and are discussed.  相似文献   

But what do the numbers really tell us? Arbitrary metrics and effect size reporting in sport psychology research     

Andersen MB  McCullagh P  Wilson GJ 《运动与训练心理学杂志》2007,29(5):664-672

Many of the measurements used in sport psychology research are arbitrary metrics, and researchers often cannot make the jump from scores on paper-and-pencil tests to what those scores actually mean in terms of real-world behaviors. Effect sizes for behavioral data are often interpretable, but the meaning of a small, medium, or large effect for an arbitrary metric is elusive. We reviewed all the issues in the 2005 volumes of the Journal of Sport & Exercise Psychology, The Sport Psychologist, and the Journal of Applied Sport Psychology to determine whether the arbitrary metrics used in sport psychology research were interpreted, or calibrated, against real-world variables. Of the 54 studies that used quantitative methods, 25 reported only paper-and-pencil arbitrary metrics with no connections to behavior or other real-world variables. Also, 44 of the 54 studies reported effect sizes, but only 7 studies, using both arbitrary and behavioral metrics, had calculated effect indicators and interpreted them in terms of real-world meaning.  相似文献   

‘Certified to make a difference’: the motivation and perceptions of newly qualified early years teachers in England     

Amanda Henshall  Louise Atkins  Rebecca Bolan  Heather Munn 《Journal of Vocational Education & Training》2018,70(3):417-434

The last 20 years have brought numerous workforce reforms to the early years sector, enacted in the name of professionalisation, including the recent introduction of a new postgraduate qualification, the Early Years Teacher Status. This article features data from interviews with 22 participants who had just completed this award and situates their views in the relevant policy context and alongside a discussion of what it means to professionalise the early years sector and create a graduate led workforce. The data support findings from similar studies of Early Years Professionals, namely that the interviewees are passionate about working with young children. They view the sector as in need of change, and themselves as potential leaders and agents of change. The participants endorse the view that up-skilling the workforce is essential to the professionalisation of the sector and improving the quality of early years education.  相似文献   

The effects of an increased calorie breakfast consumed prior to simulated match-play in Academy soccer players     

Marc A. Briggs  Liam D. Harper  Ged McNamee  Emma Cockburn  Penny L.S. Rumbold  Emma J. Stevenson 《European Journal of Sport Science》2017,17(7):858-866

Dietary analysis of Academy soccer players highlights that total energy and carbohydrate intakes are less than optimal, especially, on match-days. As UK Academy matches predominantly kick-off at ～11:00?h, breakfast is likely the last pre-exercise meal and thus may provide an intervention opportunity on match-day. Accordingly, the physiological and performance effects of an increased calorie breakfast consumed ～135-min before soccer-specific exercise was investigated. English Premier League Academy soccer players (n?=?7) repeated a 90-min soccer match simulation on two occasions after consumption of habitual (B_hab; ～1100?kJ) or increased (B_inc; ～2100?kJ) energy breakfasts standardised for macronutrient contributions (～60% carbohydrates, ～15% proteins and ～25% fats). Countermovement jump height, sprint velocities (15-m and 30-m), 30-m repeated sprint maintenance, gut fullness, abdominal discomfort and soccer dribbling performances were measured. Blood samples were taken at rest, pre-exercise, half-time and every 15-min during exercise. Although dribbling precision (P?=?.522; 29.9?±?5.5?cm) and success (P?=?.505; 94?±?8%) were unchanged throughout all time-points, mean dribbling speed was faster (4.3?±?5.7%) in B_inc relative to B_hab (P?=?.023; 2.84 vs 2.75?m?s^?1). Greater feelings of gut fullness (67?±?17%, P?=?.001) were observed in B_inc without changes in abdominal discomfort (P?=?.595). All other physical performance measures and blood lactate and glucose concentrations were comparable between trials (all P?>?.05). Findings demonstrate that Academy soccer players were able to increase pre-match energy intake without experiencing abdominal discomfort; thus, likely contributing to the amelioration of energy deficits on match-days. Furthermore, whilst B_inc produced limited benefits to physical performance, increased dribbling speed was identified, which may be of benefit to match-play.  相似文献