Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions     

Stephanie M. Curenton  Laura M. Justice 《Early education and development》2013,24(2):261-283

Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed.  相似文献   

Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors     

Christine Li Grining  C. Cybele Raver  Kina Champion  Latriese Sardin  Molly Metzger  Stephanie M. Jones 《Early education and development》2013,24(1):65-94

Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their use of an intervention designed to improve classroom emotional climate and behavior management. Practice or Policy: Findings from Study 1 were mixed; notably, teachers' personal stressors were moderately predictive of lower use of effective strategies of behavior management in the classroom. Findings from Study 2 suggest that psychosocial stressors are not a barrier to teachers' use of intervention services. Contrary to our expectations, teachers reporting more stressors attended more training sessions than did teachers reporting fewer stressors. Teachers reporting higher levels of stress availed themselves of less support from mental health consultants during classroom consultation visits offered to treatment group classrooms as part of the intervention.  相似文献   

Special Issue: Narratives as Teaching Tools to Promote School Readiness     

Stephanie M. Curenton 《Early education and development》2013,24(5):836-837

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Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils     

Ceridwen Evans  Sandy Toogood  Stephanie Owen-Leeds  Leusa Dwyfor  Shabreen Jorammanawar  Nour Issa  J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.  相似文献   

Data in Motion: Sports as a site for expansive learning     

Stephanie T. Jones  JaCoya Thompson  Marcelo Worsley 《Computer Science Education》2020,30(3):279-312

ABSTRACT