Family risks and protective factors: Pathways to Early Head Start toddlers’ social-emotional functioning     

Jessica E. Vick Whittaker  Brenda Jones HardenHeather M. See  Allison D. MeischT’Pring R. Westbrook 《Early childhood research quarterly》2011,26(1):74

Early Head Start children may be more likely to exhibit difficulties with social-emotional functioning due to the high-risk environments in which they live. However, positive parenting may serve as a protective factor against the influence of risk on children's outcomes. The current study examines the effects of contextual and proximal risks on children's social-emotional outcomes and whether these effects are mediated by maternal sensitivity. One-hundred and fourteen low-income, high-risk mother-toddler dyads participated in this longitudinal study designed to examine the relationships between family risk, mothers’ sensitivity, and children's social-emotional functioning in Early Head Start families. Researchers conducted two 2.5-h home visits, approximately six months apart, during which they assessed mothers’ levels of family risk, maternal sensitivity, and their children's social-emotional functioning. A theoretically derived structural equation model was tested to examine the direct paths from family risk variables to children's social-emotional functioning and the indirect paths by way of the mediator variable, maternal sensitivity. Support was found for a model that identified maternal sensitivity as a mediator of the relationship between parenting stress and children's social-emotional functioning. Results have implications for providing services through Early Head Start programs that are aimed at alleviating parenting stress and enhancing maternal sensitivity.  相似文献   

A model for using a concept inventory as a tool for students' assessment and faculty professional development     

Marbach-Ad G  McAdams KC  Benson S  Briken V  Cathcart L  Chase M  El-Sayed NM  Frauwirth K  Fredericksen B  Joseph SW  Lee V  McIver KS  Mosser D  Quimby BB  Shields P  Song W  Stein DC  Stewart R  Thompson KV  Smith AC 《CBE life sciences education》2010,9(4):408-416

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development.  相似文献   

Pathways to mathematics: longitudinal predictors of performance   总被引：1，自引：0，他引：1  

LeFevre JA  Fast L  Skwarchuk SL  Smith-Chant BL  Bisanz J  Kamawar D  Penner-Wilger M 《Child development》2010,81(6):1753-1767

A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.  相似文献   

Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom     

Bradley E. Cox  Kadian L. McIntosh  Patrick T. Terenzini  Robert D. Reason  Brenda R. Lutovsky Quaye 《Research in higher education》2010,51(8):767-788

Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their “psychosocial approachability” for out-of-class interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical factors that influence the frequency and type of interaction faculty members have with students outside of the classroom.  相似文献   

A Theory-Based Framework for Assessing Domainl-Specific Problem-Solving Ability     

Brenda Sugrue 《Educational Measurement》1995,14(3):29-35

Is problem solving a global construct? What components can be assessed? What multiple assessment strategies can be used?  相似文献   

Literacy access online:     

Brenda Bannan-Ritland 《TechTrends》2002,46(3):17-22

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Equality, Freedom and Independent Schools     

Brenda Cohen 《Journal of Philosophy of Education》1978,12(1):121-128

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Using college chemistry to influence creativity     

Brenda W. Hill 《科学教学研究杂志》1976,13(1):71-77

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Inheritance of dyslexia   总被引：2，自引：2，他引：0  

Brenda K. Sladen B.Sc. 《Annals of dyslexia》1970,20(1):30-40

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An investigation of boys’ and girls’ emotional experience of math,their math performance,and the relation between these variables     

Selin Erturan  Brenda Jansen 《European Journal of Psychology of Education - EJPE》2015,30(4):421-435

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