Multigrade schooling in ‘remote’ areas of Vietnam   总被引：1，自引：0，他引：1  

Sheila Aikman  Pat Pridmore 《International Journal of Educational Development》2001,21(6)

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Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes          下载免费PDF全文

Joyce J. Endendijk  Marleen G. Groeneveld  Lotte D. van der Pol  Sheila R. van Berkel  Elizabeth T. Hallers‐Haalboom  Marian J. Bakermans‐Kranenburg  Judi Mesman 《Child development》2017,88(1):299-316

This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression.  相似文献   

Mind-mindedness in infant child-care: Associations with early childhood practitioner sensitivity and stimulation   总被引：2，自引：0，他引：2  

Sheila Degotardi  Naomi Sweller 《Early childhood research quarterly》2012

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The influence of speaker reliability on first versus second label learning     

Krogh-Jespersen S  Echols CH 《Child development》2012,83(2):581-590

Children's confidence in their own knowledge may influence their willingness to learn novel information from others. Twenty-four-month-old children's (N = 160) willingness to learn novel labels for either familiar or novel objects from an adult speaker was tested in 1 of 5 conditions: accurate, inaccurate, knowledgeable, ignorant, or uninformative. Children were willing to learn a second label for an object from a reliable informant in the accurate, knowledgeable, and uninformative conditions; children were less willing to apply a novel label to a familiar object if the speaker previously was inaccurate or had expressed ignorance. However, when the objects were novel, children were willing to learn the label regardless of the speaker's knowledge level.  相似文献   

Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships   总被引：2，自引：1，他引：1  

Sheila Degotardi  Naomi Sweller  Emma Pearson 《International Journal of Early Years Education》2013,21(1):4-21

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.  相似文献   

Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics     

Brian Hudson  Sheila Henderson 《课程研究杂志》2013,45(3):374-398

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.  相似文献   

The ‘dissertation marathon’ in doctoral distance education     

M. Gregory Tweedie  Sheila Clark  Robert C. Johnson  D. William Kay 《Distance Education》2013,34(3):379-390

Participation in “communities of practice” is often depicted as a central feature of various theoretical understandings of the social nature of learning. How are such communities of practice to be enacted in distance education, which, by definition, implies spatial detachment? This article reflects on the dimensions of communities of practice experienced by four students undertaking doctoral studies by distance education, working in different countries than the one in which the institution of their studies is based, and at four different phases of their doctoral program. In each writer’s experience, community of practice involvement was identified as critical in program completion, yet the source of the learning community was in each case outside of institutional provision.  相似文献   

Evaluation of retirement planning programs: A qualitative analysis of methodologies and efficacy     

Cristineide Leandro-França  Sheila Giardini Murta  Douglas A. Hershey  Leonardo Barbosa Martins 《Educational gerontology》2013,39(7):497-512

ABSTRACT

The objective of this integrative literature review was to evaluate the quality of retirement planning programs described in the extant literature. This was accomplished through a qualitative analysis of methodological and efficacy criteria as described by Flay et al. (2005), Kazdin (2010, 2011 and Murta (2005). Several databases were consulted in searching for retirement program articles including: Academic Search Premier, Medline, PsycInfo, and Web of Science, among others. Retirement planning intervention articles published in English, Portuguese, and Spanish were considered, with a focus on their evaluation methods and results. Eleven studies were identified that described the procedures for both program implementation and intervention evaluation. Results revealed methodological shortcomings in the papers reviewed, with concerns being related to a lack of experimental or quasiexperimental approaches, a failure to use previously validated measurement instruments and longitudinal assessments, and insufficiently robust data analysis procedures. That said, however, there was evidence from multiple investigations that the intervention programs examined led to increases in knowledge, positive changes in attitudes linked to retirement, and an increase in retirement-linked planning and preparation behaviors. Identification of strengths and weaknesses in the methods used and efficacy of these interventions could facilitate the construction of a research agenda aimed at promoting more favorable research designs. Use of more rigorous designs would stand to improve the internal validity of these retirement programs and, consequently, progress in this field.  相似文献   

A Splintered Function: Fate,Faith, and the Father of the Atomic Bomb     

Sheila Jasanoff  Michael D. Gordin  Andrew Jewett  Charles Thorpe 《Metascience》2008,17(3):351-387

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Peer professional development for workforce development in Arizona. A grassroots capacity‐building initiative     

Susan Schmidt  John Morales  Sheila E. Murphy 《Performance Improvement》2006,45(3):16-21

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