The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills     

Lixin Ren  Lisa L. Knoche  Carolyn Pope Edwards 《Early education and development》2016,27(7):875-895

Research Findings: The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. In addition, child gender and parental education together moderated the effects of children’s anxious/depressed problems and parent-reported social behaviors on children’s preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children’s preacademic development . In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children’s social-emotional and cognitive competence.  相似文献   

Experience of disadvantage: The influence of identity on engagement in working class students’ educational trajectories to an elite university          下载免费PDF全文

Tamara Thiele  Daniel Pope  Alexander Singleton  Darlene Snape  Debbi Stanistreet 《British Educational Research Journal》2017,43(1):49-67

Pervasive socio‐economic differences in relation to participation in higher education in the United Kingdom are particularly prominent in the most prestigious institutions. This study provides insight into why some individuals from disadvantaged backgrounds are successful in being admitted into one of these institutions. Underpinned by phenomenology, semi‐structured interviews were carried out to examine the lived experiences of high‐achieving students from socio‐economically disadvantaged backgrounds throughout their educational trajectories from primary school to a Russell Group university. Two main themes emerged from the data: identity and educational engagement. Various sources of disadvantage associated with material hardship, socio‐cultural and interpersonal factors were strongly linked to identity and students’ perceptions of their own social status. In turn, these factors and identity‐related constructs associated with peer‐group memberships, low expectations and negative group stereotypes affected how individuals engaged with education, contributing, for instance, to their lack of active involvement at school/college and poor attendance. However, identity‐related factors were also found to influence individuals’ educational engagement positively, including their motivations for overcoming obstacles, achieving high grades and pursuing HE. The barriers and facilitators discussed by these individuals have important implications for widening access to HE and thus require further consideration.  相似文献   

Parent–Child Book-Reading Styles,Emotional Quality,and Changes in Early Head Start Children’s Cognitive Scores     

Keely D. Cline  Carolyn Pope Edwards 《Early education and development》2017,28(1):41-58

Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading instructional style and emotional quality interact and relate to changes in children’s cognitive scores for culturally and linguistically diverse families. Results included that there were variations in how book-reading qualities interacted and related to changes in child cognitive scores for families whose primary home languages were either English or Spanish. Practice or Policy: The results of this study are discussed in conjunction with findings from a previous study published in this journal that examined concurrent relationships in the same sample of Early Head Start families. Combined, findings of these studies underscore a need to further explore potentially complex patterns of relationships among parental literacy behaviors and child knowledge, concurrently and across time, for culturally and linguistically diverse families. Better understanding these patterns could inform the development and implementation of culturally sensitive intervention approaches designed to support high-quality parent–child book reading.  相似文献   

Social interaction between drugged and undrugged rats     

Sandra E. File  J. H. Pope 《Learning & behavior》1974,2(3):161-164

Social interaction between two rats placed in a hole-board apparatus was studied. The duration and frequency of active contact was higher for animals housed singly than for those housed in pairs, and for those tested with an unfamiliar rather than a familiar partner. Animals housed alone had a higher frequency and duration of passive contact, but the familiarity of the partner did not affect this measure. Chlorpromazine reduced the frequency of active contact but increased the frequency and duration of passive contact. When only one of the pair was drugged, both rats showed more frequent changes from one behavior to another, compared with pairs where both were in the same drug state. Animals housed alone showed the highest number of changes in behavior, and those tested with an unfamiliar partner showed a higher level than those tested with a familiar one.  相似文献   

Chinese Parents’ Expectations and Child Preacademic Skills: The Indirect Role of Parenting and Social Competence     

Lixin Ren  Carolyn Pope Edwards 《Early education and development》2017,28(8):1052-1071

Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited from 7 preschools located in northeastern China. The results showed that when parents expected their child to master social-emotional skills at a younger age or when they placed more value on social-emotional skills, they were more likely to adopt authoritative parenting, their children had better social competence, and finally their children showed better preacademic skills. The findings not only provided support for the interconnections between Chinese young children’s social-emotional functioning and preacademic skills but also revealed parenting styles and child social competence as potential pathways through which parents’ social-emotional expectations relate to children’s preacademic skills. Practice or Policy: The findings can be used to facilitate parent education efforts to help contemporary Chinese parents reflect on and even adjust their developmental expectations for young children. Parental expectations can also be an important element to consider in prevention and intervention programs that are designed to improve young children’s social-emotional and preacademic skills.  相似文献   

Children’s Responses to Heroism in Roald Dahl’s Matilda     

James Pope  Julia Round 《Children‘s Literature in Education》2015,46(3):257-277

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Lost in transition: supporting Key Stage 2/3 English trainees during secondary placement     

Melanie Pope  Liane Purnell 《Education 3-13》2013,41(2):113-122

Key Stage 2/3 trainees undertake their second school placement in secondary schools having completed a placement in a primary school in the first year of their training. While trainees will have been prepared at their higher education institution, the experience itself can be daunting for reasons other than the fact that this is their first secondary placement. These reasons are discussed in this article, and focuses on how a lesson-planning document was developed at one institution to support English trainees through this placement. The aim of this article is to raise awareness in partnership schools of the specific needs of Key Stage 2/3 English trainees.  相似文献   

COMMUNITY COLLEGE FACULTY GOVERNANCE LEADERS: RESULTS OF A NATIONAL SURVEY     

Myron L. Pope  Michael T. Miller 《Community College Journal of Research & Practice》2013,37(8):627-638

Faculty governance units are widely used in community colleges to provide a sounding board for policy formation and decision making. Typically based on a representative democracy, these units must be both responsive to peer faculty members as well as the college's central administration. As a result of being structurally in the middle of the decision-making process, effective communication is paramount to faculty governance unit leader success. This study profiles individuals in the faculty governance leadership position, including their written and oral communication apprehension levels, and the relationship of this apprehension to job-related stressors.  相似文献   

Leading from the Inside Out: Learned Respect for Academic Culture through Shared Governance     

Myron L. Pope  Michael T. Miller 《Community College Journal of Research & Practice》2013,37(9-10):745-757

ABSTRACT

Traditionally, faculty members who expected to become presidents ascended through the typical labor chain to that position. However, questions are prevalent about whether these individuals gain the managerial experience needed to succeed in a presidency. Unlike the private business management model that has been successful in developing leaders in that arena, community colleges have not provided such formal training to former faculty members who are well-versed in their field and academic-related issues, but lack formal managerial skills development. One area where such training may be achieved is through the development of the leaders of faculty senate bodies. Faculty senate bodies provide their leaders with an opportunity to provide a voice in the campus decision-making process and, potentially, may present an opportunity for more formal training for those interested in the presidency. Further analysis of the perceived skills of these leaders is an important step in addressing this need. The purpose of this study was to identify areas of common thinking among community college presidents and faculty senate leaders about the importance of certain experiences and beliefs needed by effective community college presidents, and the extent that they can be learned by service on the faculty senate.  相似文献   

The “Big Deal”: A Survey of How Libraries Are Responding and What the Alternatives Are     

Amy Carlson  Barbara M. Pope 《期刊图书馆员》2013,64(4):380-398

The library's mission is to support the information and educational needs of its users. E-journal “Big Deals” offer libraries one method of maximizing the resources available to their users, but, with libraries now experiencing flat or decreasing budgets, these Big Deals present budgetary difficulties for libraries. They also remove collection development decisions from the control of the libraries themselves. Some libraries have canceled their Big Deals, resulting in problems. This article presents the results of an online survey of libraries regarding these bundled journal packages.  相似文献