Components of Social Competence and Strategies of Support: Considering What to Teach and How     

Heejeong Sophia Han  Kristen Mary Kemple 《Early Childhood Education Journal》2006,34(3):241-246

Decisions about how to support the development of young children’s social competence must be made on the basis of knowledge of important competencies to be developed, as well as effective strategies to support those competencies. This paper combines a broad-definition model of components of social competence (Kostelnik, Stein, Whiren, Soderman, & Gregory, 2002) with a continuum model of support strategies ranging from most to least naturalistic (Kemple, 2004). Illustrations of specific strategies to support particular competencies are provided.  相似文献   

Early Maternal Sensitivity and Teacher–Student Relationship Quality Across Grade School: Enduring or Transient Associations?     

Sophia W. Magro  R. Chris Fraley  Glenn I. Roisman 《Child development》2020,91(4):e883-e901

Although teacher–student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher–student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher–student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher–student conflict endured and were partially accounted for by child externalizing problems.  相似文献   

Scaling isometric mid-thigh pull maximum strength in division I Athletes: are we meeting the assumptions?     

Timothy J. Suchomel  Sophia Nimphius  Michael H. Stone 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(4):532-546

ABSTRACT

This study examined the validity of various scaling methods, isometric mid-thigh pull (IMTP) peak force using various scaling methods, and the relationships between IMTP peak force and countermovement jump height. Fifty-one collegiate baseball and soccer athletes performed two maximal IMTPs. Absolute peak force was compared between teams and when data were scaled using ratio (RS), traditional allometric (ALLO_Trad), and fitted allometric (ALLO_Fit) scaling. ALLO_Trad and ALLO_Fit validity was violated because different derived exponents existed for baseball (b = 0.20) and soccer (b = 1.20). Soccer athletes produced greater RS peak force compared to baseball (p = 0.012), while no difference existed with absolute, ALLO_Trad or ALLO_Fit (all p > 0.05) peak force. Moderate relationships existed between body mass and absolute (r = 0.402, p = 0.003) and RS (r = -0.328, p = 0.019) peak force, while trivial relationships existed with ALLO_Trad and ALLO_Fit (both r < -0.10, p > 0.05). Trivial relationships existed between countermovement jump height and absolute, RS, ALLO_Trad, and ALLO_Fit (all r < 0.20, p > 0.05) peak force. The current dataset violated allometric scaling assumptions, making it inappropriate to use ALLO_Trad and ALLO_Fit scaling. Practitioners must understand the assumptions, limitations, and purpose of scaling methods.  相似文献   

Composing new understandings of sustainability in the Anthropocene     

Sophia ?Jeong  Stacey?Britton  Kimberly?Haverkos  Mel?Kutner  Teresa?Shume  Deborah?Tippins 《Cultural Studies of Science Education》2018,13(1):299-315

The relationship between sustainability and the Anthropocene takes on new meaning in a time of unprecedented human impact on Earth systems. This relationship is at times contested and not well researched but critical in considering how we will respond to environmental challenges of today and the future. Elaborating on the need for new perspectives and nuanced understandings of sustainability, the contributors to this volume draw on posthumanist and “new” feminist materialist methodologies and theoretical lenses to engage readers in ways, which often contrast with prevailing thinking and research. From the cosmopolitics of place in urban Berlin to the watery space of urban wetlands they share research and rich narratives, which illustrate how sustainability is theorized and enacted across a range of diverse educational contexts. Moving beyond the rhetoric of sustainability, the authors invite us to explore innovative ways to engage with new concepts and emerging tensions that are now influencing the fields of education and sustainability.  相似文献   

No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness to the Social Competence of Diverse Children   总被引：1，自引：0，他引：1  

Heejeong Sophia Han  M. Shelley Thomas 《Early Childhood Education Journal》2010,37(6):469-476

As a result of rapid demographic changes in our society, more children from diverse racial/cultural backgrounds join our early childhood classrooms. The majority of early childhood teachers, on the other hand, are middle-class and of European-decent. This paper provides early childhood teachers with both theoretical and practical understandings about multicultural responsiveness, in order to understand and promote social competence of young children from diverse backgrounds. To accomplish this end, readers will be guided to consider actual classroom based examples and questions throughout the paper. First, the concept of social competence will be revisited from sociocultural perspectives. Next, we discuss advocacy for social competence of diverse children through the main themes of multicultural awareness, knowledge, and skills. Finally, we recommend several strategies to support teachers’ professional growth and development for multicultural responsiveness.  相似文献   

The Beginnings of Religion in Baby Behavior     

Sophia Lyon Fahs 《Religious education (Chicago, Ill.)》2013,108(10):896-903

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“Coerced Loss and Ambivalent Preservation”: Racial Melancholia in American Born Chinese          下载免费PDF全文

Sophia Tatiana Sarigianides 《Educational theory》2017,67(1):37-49

Recent applications of Freud's theory examine the social value of the lost love object as a way of understanding the suffering of non‐majority groups. Rather than pathologizing the individual suffering the loss, the lens of racial melancholia pathologizes the discourse that constitutes racially marked others as alien to the majority. Through a close reading of image and text, Sophia Tatiana Sarigianides applies David Eng and Shinhee Han's theory of racial melancholia to Gene Luen Yang's graphic novel American Born Chinese. Sarigianides argues that texts such as American Born Chinese provide grounds for a public language for examining the suffering that ensues from the failure of assimilation as a desired outcome for immigrants in the United States.  相似文献   

Gender,race, ethnicity,and science education in the middle grades     

Sophia Catsambis 《科学教学研究杂志》1995,32(3):243-257

This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers.  相似文献   

Not Just Any Child Care Center? Social and Ethnic Disparities in the Use of Early Education Institutions With a Beneficial Learning Environment     

Birgit Becker  Pia Sophia Schober 《Early education and development》2017,28(8):1011-1034

This study investigates social and ethnic differences in the use of early childhood education and care (ECEC) centers with different learning environments in an ECEC system with universal state-subsidized provision and low fees. Based on the German National Educational Panel Study—Kindergarten Cohort from 2011, we matched data on 587 groups in 253 ECEC centers with information on about 1,700 children and their parents and applied stepwise multivariate regression models. Research Findings: The results showed that social and ethnic differences tended to be small and were mostly not significant in terms of structural quality, activities, and materials in ECEC centers. In contrast, large disparities emerged regarding the use of ECEC centers with different compositions of children: Children of low educated parents and those with a non-German family language attended institutions with higher proportions of children from families with low educated parents and from families with a non-German family language, respectively. Practice or Policy: To counteract and compensate for the large disparities in the social and ethnic composition of children in ECEC centers, state funding rules and structural quality standards should take the composition more strongly into account.  相似文献   

Short and long term effects of a teacher-training workshop in medical school     

Sophia Mahler  Dan E. Benor 《Higher Education》1984,13(3):265-273

The effect of a teacher-training workshop in a medical school was studied. The change in instructional behavior was judged by the amount and kind of students' verbal activities during regular lessons and by the cognitive level of the teacher-student encounters. One hundred and sixty-one lessons of 60 teachers were observed in a period up to 500 days after the four-day workshop. The results indicate a considerable increase in both parameters following the training. The new level of performance was sustained for the activity parameter along the entire follow-up period. The cognitive level moderately declined after about 200 days. After 500 days the instructional behavior still was significantly different from that before the workshop. The implications for teacher-training and reinforcement interventions are discussed.  相似文献