Problems in the assessment of self-esteem     

William C. Bingham 《International journal for the advancement of counseling》1983,6(1):17-22

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A Dangerous Benefit: Dialogue, Discourse, and Michel Foucault's Critique of Representation     

Charles W. Bingham 《Interchange》2002,33(4):351-369

Dialogue has been analyzed by educational theorists mainly from a perspective of representation. However, social theory on language has long questioned whether representation is the primary function of language. Thus, educational debates over the uses and abuses of dialogue entail a blind spot. What if dialogue works in ways that are not representational? What if dialogue is, rather, to be understood as both representation and discourse? In this article, the author argues that dialogue must be understood in both ways. As such, dialogue may be a representational benefit, but it is also a discursive danger.  相似文献   

Socialization and Social Judgments among Inner-City African-American Kindergartners     

Robert J. Jagers  Kathy Bingham  Sydney L. Hans 《Child development》1996,67(1):140-150

This study explores the relations between certain socialization experiences and social judgments among poor, inner-city African-American kindergartners. 54 mothers and their children took part in this investigation. Consistent with the domain distinction literature, children made judgments about the seriousness, rule contingency, context contingency, and punishment deserved for familiar moral and social-conventional transgressions. Mothers were queried regarding their child-rearing values and discipline practices and described their children's peer network and social experiences. Results indicated that children distinguished between moral and social-conventional issues when explaining why they were wrong and in terms of rule and home context contingency criteria, but not the other judgment criteria. Mothers placed high value on conformity and most often ignored or talked to children about their misbehavior. More frequent use of talking, less ignoring, and less denial of privileges by mothers predicted children's making the domain distinction. Discussion focuses on methodological limitations and directions for future research.  相似文献   

Early Childhood Education and the Public Schools: The Necessity for Building Relationships     

Stacie G. Goffin 《Early education and development》1992,3(2):83-85

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Collecting Multidimensional Client Data Using Repeated Measures: Experiences of Clients and Counselors Using the CCAPS‐34     

Jessica L. Martin  Timothy R. Hess  Stacie C. Ain  Dana L. Nelson  Benjamin D. Locke 《Journal of College Counseling》2012,15(3):247-261

Many college counseling centers do not collect client data at each session because of perceived burdens. This study explored 55 clients’ and 16 doctoral counselor trainees’ experiences collecting and using data on client distress at each session over the course of counseling at a large public university's counseling center. Results indicated that the majority of both clients and counselors found the process convenient and clinically useful. Findings, clinical implications, and future directions are discussed.  相似文献   

Examining teachers’ early writing knowledge and practices     

Bingham  Gary E.  Gerde  Hope K.  Pikus  Arianna E.  Rohloff  Rebecca  Quinn  Margaret F.  Bowles  Ryan P.  Zhang  Xiao Y. 《Reading and writing》2022,35(9):2201-2227

Reading and Writing - This study examined preschool teachers’ writing knowledge and how this knowledge relates to classroom writing practices. Head Start teachers (N?=?47) across...  相似文献   

Untangling Chinese preschoolers’ early writing development: associations among early reading,executive functioning,and early writing skills     

Zhang  Chenyi  Bingham  Gary E.  Zhang  Xiao  Schmitt  Sara A.  Purpura  David J.  Yang  Fuyi 《Reading and writing》2020,33(5):1263-1294

Reading and Writing - Despite a growing body of literature in English-speaking contexts documenting associations among children’s early reading, executive function (EF), and early writing...  相似文献   

活得更精彩     

Stacie Orrico  童桦 《英语辅导》2008,(8)

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Career Development Programs in Corrections     

Stacie H. Vernick  Robert C. Reardon 《Journal of Career Development》2001,27(4):265-277

Currently there is a need for more concerted attention to career development in corrections settings. Limited research has demonstrated that comprehensive programming focusing on career development issues is a method by which recidivism rates may be reduced. The current literature review explains and clarifies the need for such programming in prison settings and provides practical programming considerations for professionals interested in this area. Current programs targeting career issues are described in addition to an explanation of the limited history of career programming in corrections. Also included are potential resources and recommendations for practitioners.  相似文献   

Profiles of Parenting for Low-Income Families and Links to Children’s Preschool Outcomes     

Iheoma U. Iruka  Brenda P. Jones Harden  Gary Bingham  Jan Esteraich  Sheridan Green 《Early education and development》2018,29(4):515-539

Parenting is a multidimensional construct that includes practices, attitudes, and emotional capacity. The aims of the study were to examine variation within parenting through a person-centered approach and the extent to which child and family characteristics were associated with profiles of parenting as well as the link between parenting profiles and children’s preacademic skills, language, and behavior outcomes in preschool. This study used data from low-income, ethnically diverse, preschool-aged children (n = 740) and their parents (n = 713) who were participants in a network of high-quality early care and education programs across the United States. Latent profile analyses uncovered four parenting profiles: (1) low enrichment, conflict-oriented, and distressed parent; (2) average enrichment, conflict-oriented, and distressed parent; (3) low to average enrichment, emotionally close, and low distressed parent; and (4) high enrichment, emotionally close, and low distressed parent. Child (age, minority status) and parent (family structure, home language, maternal age, level of education, school/training status, and depressive symptomatology) characteristics were predictive of being in a particular parenting group. Further, parenting profiles were predictive of children’s preschool outcomes. Implications for intervention and programming are discussed.  相似文献