The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning     

Susan M. Sheridan  Natalie A. Koziol  Brandy L. Clarke  Kristin M. Rispoli  Michael J. Coutts 《Early education and development》2014,25(7):1057-1082

Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent–child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergarten, as reported by both parents and teachers. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Practice or Policy: Findings of this research indicate that rural children may face particular risk for behavioral issues and highlight the need for increased behavioral supports in rural communities. Moreover, our results suggest that interventions designed to promote parents' support of children's emotions may have particular utility for rural families.  相似文献   

Teachers’ resilience and well-being: a role for educational psychology     

Simon Gibbs  Andy Miller 《Teachers and Teaching》2014,20(5):609-621

The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers.  相似文献   

Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England     

Jill Adler  Sarmin Hossain  Mary Stevenson  John Clarke  Rosa Archer  Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.  相似文献   

Individual differences in decision-making and confidence: capturing decision tendencies in a fictitious medical test     

Simon A. Jackson  Sabina Kleitman 《Metacognition and Learning》2014,9(1):25-49

Decision-making is a complex process that is largely studied from an experimental perspective or in specific organizational contexts. As such, no generalizable framework exists with which to study decision-making from an individual differences perspective for predictive/selection purposes. By generalising a context-specific decision model proposed by Koriat and Goldsmith (1996), the focus of this research was to therefore test a novel framework for studying individual differences in decision-making tendencies. Utilising this framework within a fictitious Medical Decision-Making Test (MDMT) yielded five novel variables that provided unique insight into individuals’ decision tendencies: Optimal, Realistic, Incompetent, Hesitant and Congruent. Metacognitive confidence and its calibration (bias and CAQ) were used as predictor variables to validate this framework. One hundred ninety-three undergraduate students completed the MDMT and three cognitive ability tests with confidence ratings, a personality questionnaire, and the Need for Closure questionnaire. All decision tendency variables demonstrated excellent internal consistency and were predicted by the metacognitive variables incrementally to the remaining variables as hypothesized. Additionally, the metacognitive indices were found to generalize across the decision-making and cognitive tests. The results imply that this novel framework and MDMT reliably capture individuals’ decision behaviour that shares a meaningful relationship with their general confidence and calibration.  相似文献   

The determination of sugars in tanning materials     

I.D. Clarke  R.W. Frey 《Journal of The Franklin Institute》1928,206(1):104

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Caught between different worlds: Teachers and educational change     

Simon McGrath 《International Journal of Educational Development》2008

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Does exercise motivation predict engagement in objectively assessed bouts of moderate-intensity exercise? A self-determination theory perspective     

Standage M  Sebire SJ  Loney T 《运动与训练心理学杂志》2008,30(4):337-352

This study examined the utility of motivation as advanced by self-determination theory (Deci & Ryan, 2000) in predicting objectively assessed bouts of moderate intensity exercise behavior. Participants provided data pertaining to their exercise motivation. One week later, participants wore a combined accelerometer and heart rate monitor (Actiheart; Cambridge Neurotechnology Ltd) and 24-hr energy expenditure was estimated for 7 days. After controlling for gender and a combined marker of BMI and waist circumference, results showed autonomous motivation to positively predict moderate-intensity exercise bouts of >or=10 min, or=20 min, and an accumulation needed to meet public health recommendations for moderate intensity activity (i.e., ACSM/AHA guidelines). The present findings add bouts of objectively assessed exercise behavior to the growing body of literature that documents the adaptive consequences of engaging in exercise for autonomous reasons. Implications for practice and future work are discussed.  相似文献   

Issues and problems in the planning of education in developing countries: Vol. 1, by Russell G. Davis,Harvard University Press, 1980     

Simon Ndirangu 《International Journal of Educational Development》1982,2(1):92-93

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Anpassungserscheinungen durch Schul- und Leistungssport im Kindesalter     

W. Kindermann  J. Keul  G. Simon  H. Reindell 《Sportwissenschaft》1978,8(2-3):222-234

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A strategic approach to developing e-learning capability for healthcare     

Clarke A  Lewis D  Cole I  Ringrose L 《Health information and libraries journal》2005,22(Z2):33-41

Objectives: This article examines a strategic approach to developing e‐learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e‐learning developments are considered. Methods: The 2‐year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e‐learning within the Northern area and also included a virtual learning environment usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented. Results: The MLE has been piloted and on‐line learning packages have been acquired. There has been a phased take‐up of e‐learning opportunities and e‐tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning. Conclusions: The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e‐learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints—the MLE's benefits are widely recognized.  相似文献