The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate     

Allison Hope Friedman-Krauss  C. Cybele Raver  Pamela A. Morris  Stephanie M. Jones 《Early education and development》2014,25(4):530-552

Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress.  相似文献   

Barriers to Completing the Dissertation as Perceived by Education Leadership Doctoral Students     

Stephanie B. King  Frankie K. Williams 《Community College Journal of Research & Practice》2014,38(2-3):275-279

Prior research indicates that students perceive a number of barriers to completing their dissertations. In this qualitative study, six education leadership doctoral students were interviewed about barriers and enhancers to completing their coursework, comprehensive exams, and dissertation proposals. Five of the students were in a program specifically for community college leadership who had taken a dissertation development course for students struggling to complete the dissertation proposal. Findings indicated that students perceived a number of barriers including external obligations, difficulties with advising, and knowledge deficiencies.  相似文献   

A Model of Academic Self-Concept for High School Hispanic Students in New York     

Flor R. Calero  Christopher Dalley  Nicole Fernandez  Tania Marie Davenport-Dalley  Stephanie L. Tatum 《Journal of Latinos & Education》2014,13(1):33-43

This study examined how Hispanic students’ academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student–teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students’ academic self-concept. Peer relationships was a modifying variable on students’ academic self-concept.  相似文献   

What Does Your Child Really Know? Supporting Teachers to Listen Closely to Our Children     

Stephanie Cox Suárez 《The New Educator》2014,10(1):70-76

Close listening and observation of children as an alternative assessment is a powerful approach that can help balance an emphasis on standardized measurement. The tool of Reggio-inspired documentation is described for families with suggestions on how to advocate and support teachers who want to tell a story about children's learning that highlights social language, collaboration, and problem solving and to serve as evidence in meeting required curriculum standards.  相似文献   

Learning objects: Solutions in search of problems?     

Stephanie L. Moore  Dale Brethower  Roger Kaufman 《Performance Improvement》2008,47(1):5-8

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Struggling with theory? A qualitative investigation of conceptual tool use in instructional design     

Stephen C. Yanchar  Joseph B. South  David D. Williams  Stephanie Allen  Brent G. Wilson 《Educational technology research and development : ETR & D》2010,58(1):39-60

This study employed a qualitative research design to investigate instructional designers’ views and uses of conceptual tools in design work (e.g., learning theories and design theories). While past research has examined how instructional designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to the value and perceptions of conceptual tools, from the perspective of practicing designers. Based on intensive interviews of practitioners, our findings included ten themes organized according to three meta-themes: (a) using theory, (b) struggling with theory, and (c) connections between theory and intuition in craftwork. While these results substantiate (to some degree) the claim that practitioners often find theory too abstract or difficult to apply, they also suggest that practitioners use theory in several important ways and tend to view theory with ambivalence rather than indifference or dislike. Other conclusions regarding the role of theory in design are provided and future directions for theorizing and research are discussed.  相似文献   

Waiting to descend     

Berger S 《The Journal of perinatal education》2010,19(2):7-10

A second-time mother uses a combination of comfort measures and hypnosis for childbirth to achieve a medication-free birth. In the hospital, her use of hypnosis and the posterior position of her cervix made it appear that she was not dilated. After she was fully dilated, pushing took several hours. Throughout the birth, the mother remained calm and did not experience pain, thanks to her practice with prenatal yoga and the Hypnobabies method of childbirth.  相似文献   

Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition     

Rainer Bromme  Stephanie Pieschl  Elmar Stahl 《Metacognition and Learning》2010,5(1):7-26

Empirical studies reveal a close relationship between epistemological beliefs (EBs) and metacognition. For example, more ‘sophisticated’ beliefs are associated with more self-reported monitoring strategies. This relationship is also advocated theoretically. Nevertheless, exactly how and why EBs impact learning is still an open question. In accordance with others (for example Muis 2007; Muis and Franco 2009) we conceive the COPES Model (Winne and Hadwin 1998) as an appropriate answer to the how question. Within that model, epistemological beliefs are conceptualized as ‘internal conditions of learning’ and they are embedded into recursive processes of self- regulation. With regard to the why question, we assume that EBs function as general ideas about knowledge for the apprehension of the content to be learnt. Such apprehension allows for the calibration of learning to different learning tasks. We review two clusters of studies on the preparatory and the enactment stages of learning testing this apprehension and calibration hypothesis.  相似文献   

Discrimination of what, when, and where is not based on time of day     

Babb SJ  Crystal JD 《Learning & behavior》2006,34(2):124-130

Rats (n=6) visited four baited locations (randomly chosen on each trial; study phase), one of which was randomly selected to provide chocolate. After short (1-h) or long (25-h) retention intervals (RIs), eight locations were available, and the four locations not available in the study phase provided food (test phase); the chocolate location also provided food after long RIs. More visits to the chocolate location occurred after long RIs than after short RIs. Next, chocolate was paired with LiCl during the long RI (i.e., after encoding the chocolate location). Fewer revisits to the chocolate location occurred after LiCl than in previous testing with the long RI. The rats demonstrated complete transfer when grape replaced chocolate after LiCl-chocolate pairing. The discrimination of what, when, and where could not be based on adopting different revisit strategies at different times of testing.  相似文献   

Does the Type of Textbook Matter? Results of a Study of Free Electronic Reading Materials at a Community College     

Stephanie Medley-Rath 《Community College Journal of Research & Practice》2018,42(12):908-918

This research describes a quasi-experiment across one face-to-face section and two online sections of introductory sociology testing freely available electronic resources (i.e., open education resources [OERs] and open access) to a paid printed textbook. This study fills a gap in the literature on how type of reading material (e.g., print/paid and electronic/open) affects student learning outcomes. The results show no significant relationship between type of reading materials on pre/posttest improvement or final grades. College-readiness at the time of enrollment at the college along with being a full-time student positively affected posttest score improvement. GPA was the only variable positively and significantly related to final grade. These findings suggest that using OERs and open access resources might be a viable choice for reducing textbook costs, thereby increasing access to higher education. Caution, however, is warranted as students indicate a preference for print (paid) over electronic (open) readings.  相似文献