The Role of Emotion Regulation in the Social Problems of Boys With Developmental Delays     

Beverly J. Wilson  Siobhan Fernandes-Richards  Cyrena Aarskog  Teresa Osborn  Darla Capetillo 《Early education and development》2007,18(2):201-222

Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment.  相似文献   

Science curriculum development in New Zealand a historical account     

Beverly Bell 《Research in Science Education》1987,17(1):244-252

Summary Science education in New Zealand continues to have a strong research base and now development work has begun that is modelled on a view of how people learn and which is supported by the curriculum development of the wider Ministerial Review.  相似文献   

Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns   总被引：1，自引：0，他引：1  

Mitchell J. Chang  Alexander W. Astin  Dongbin Kim 《Research in higher education》2004,45(5):529-553

This study utilized a national longitudinal data set of college students to examine the educational relevance of cross-racial interaction and how campuses can best structure such opportunities. The general pattern of findings suggests that cross-racial interaction has positive effects on students' intellectual, social, and civic development. The results show that institutions could enhance such experiences by enrolling larger proportions of students of color and by offering students more opportunities to live and work part-time on campus. While these findings apply uniformly to white students, the frequency of cross-racial interaction does not always follow an expected path of steady gains for students of color as the student body becomes increasingly more diverse. Implications of the findings are discussed.  相似文献   

African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline     

Tonika Duren Green  Beverly Booker Ammah  Nola Butler-Byrd  Regina Brandon  Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547

In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research.  相似文献   

At-risk readers developing expertise in register switching: evidence from cohesion analysis     

Zhihui Fang  Beverly E. Cox 《Journal of Research in Reading》1999,22(2):143-153

Register refers to the variety of language that is appropriate for a particular situational context. This study examines young children’s development of register switching expertise as they become independent readers. Participants were 17 first graders identified by their classroom teachers as at-risk readers and admitted into an early literacy intervention program called Reading Recovery. At both the beginning and end of Reading Recovery, each child was asked to share a story about a personally relevant topic in a face-to-face, conversational context and then dictate that same oral tale as an autonomous/written text intended for a reader audience. The 68 texts (34 oral and 34 written) were analysed for their use of register-appropriate cohesive linguistic choices. It was found that as these at-risk children grew from emergent to independent, strategic readers, they were concurrently developing skills in constructing written register texts by recontextualising the cohesion language patterns in their oral register texts. It is suggested that developing expertise in register switching may compose part of the process of learning to read and write. This finding is discussed in the light of relevant literacy and educational research.  相似文献   

Attenuated and enhanced neophobia in the taste-aversion “delay of reinforcement” effect     

Mitchell  Denis  Scott  D. Winfield  Mitchell  Linda K. 《Learning & behavior》1977,5(1):99-102

Learning & Behavior - Rats were made ill immediately or 6 h after drinking either familiar tap water or a novel .1% saccharin solution. Control animals were given sham treatments immediately...  相似文献   

Construct validity of the learning behavior scale with an independent sample of students     

Frank C. Worrell  Beverly J. Vandiver  Marley W. Watkins 《Psychology in the schools》2001,38(3):207-215

In this study, the factor structure of the Learning Behavior Scale (LBS; McDermott, Green, Francis, & Stott, 1999) was examined in an independent sample of 257 elementary school students. The LBS is a 29‐item, four‐factor scale on which teachers rate students' positive and negative learning behaviors. The results indicated that the internal consistency of the total LBS scores and the scores on two subscales (Competence Motivation and Attitude Toward Learning) were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were appropriate only for research or screening purposes. Factor analyses extracted factors similar to three of the factors on the LBS (Competence Motivation, Attitude Toward Learning, and Strategy/Flexibility), and suggested that the fourth factor (Attention/Persistence) may benefit from additional study. In general, the results indicate that the LBS may be a useful tool for examining students' learning behaviors. © 2001 John Wiley & Sons, Inc.  相似文献   

Comment by Mitchell Salim     

Mitchell Salim 《Counselor Education & Supervision》1971,10(3):227-228

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Modeling virtual mentoring and/or coaching for teachers and leaders     

Beverly J. Irby 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):253-258

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Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds     

Zachary Hawes  Michelle Cain  Shelly Jones  Nicole Thomson  Cristol Bailey  Jisoo Seo  Beverly Caswell  Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80

The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice.  相似文献