Early childhood education and care educators supporting parent-child relationships: a systematic literature review     

Amanda O’Connor  Andrea Nolan  Heidi Bergmeier  Merrilyn Hooley  Craig Olsson  Warren Cann 《Early Years: An International Journal of Research and Development》2017,37(4):400-422

Building strong relationships between children and parents is vital for children’s social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator–child, educator–parent, parent–child). Educators build relationships with children and parents, yet their influence on parent–child relationships is not well understood. Therefore, an evaluation of interventions/programs designed to promote parent–child relationships in ECEC settings (long day care, occasional care and preschool) and a range of settings (play groups, community groups and health centres) was conducted. The search revealed 21 peer-reviewed studies and seven interventions: two conducted in ECEC settings and five in a range of parent–child support settings. All studies reported intervention efficacy, yet none examined educators’ influence on parent–child relationships. Investigation into current educator practices is recommended to ensure educators are supported to promote and nurture parent–child relationships, consequently strengthening children’s social and emotional development.  相似文献   

Support for assessment practice: developing the Assessment Design Decisions Framework     

Margaret Bearman  Phillip Dawson  David Boud  Sue Bennett  Matt Hall  Elizabeth Molloy 《Teaching in Higher Education》2016,21(5):545-556

There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students.  相似文献   

AUTISTIC SPECTRUM DISORDERS AND ASIAN CHILDREN     

Paul  Marchant   Anwar  Hussain  Kathy  Hall 《British Journal of Educational Studies》2006,54(2):230-244

ABSTRACT:  This paper compares the incidence of the diagnosis of Autistic Spectrum Disorders (ASD) among White and Asian children with reference to data obtained from thirteen local education authorities (LEAs) in England. It begins by outlining some of the theoretical debates associated with the definition, diagnosis and prevalence of ASD. The empirical component underpinning this work uses logistic modelling to ascertain whether the proportion of children with a statement of special educational need (SEN) for ASD is different for Asian and for White children and whether the proportion of children with a statement of SEN for ASD varies between LEAs. The discussion speculates as to possible reasons for the differences found and identifies areas for further research.  相似文献   

The effect of a retention interval on habituation of the neophobic response     

Charlotte Bonardi  Douglas Guthrie  Geoffrey Hall 《Learning & behavior》1991,19(1):11-17

In three experiments, water-deprived rats were preexposed to a novel saccharin solution. The neophobic response to this flavor was then assessed in a choice test involving saccharin and water, administered either immediately or 24 h after preexposure. Subjects displayed a significantly greater preference for saccharin at the 24-h test than at the immediate test (Experiments 2 and 3). This “incubation” effect was eliminated if the subjects were more water-deprived at the delayed test than at the immediate test (Experiment 1), and enhanced if the amount of saccharin consumed during preexposure was increased (Experiment 3). Possible ways in which current theories of habituation might be amended in order to accommodate this finding are discussed.  相似文献   

Understanding nature‐related behaviors among children through a theory of reasoned action approach     

Chad Gotch  Troy Hall 《Environmental Education Research》2004,10(2):157-177

The Theory of Reasoned Action has proven to be a valuable tool for predicting and understanding behavior and, as such, provides a potentially important basis for environmental education program design. This study used a Theory of Reasoned Action approach to examine a unique type of behavior (nature‐related activities) and a unique population (early adolescents). Participants (n = 164, ages 9–14) reported their attitudes, subjective norms, age, gender, behavioral intentions, and behaviors in a written questionnaire. Results showed mild success in accounting for children's nature‐related behaviors and intentions (R ²=.05 to .33). In general, the ability to predict intentions was greater than the ability to explain actual behaviors. Findings suggest that environmental educators should focus on attitudes when the goal is to achieve behavior change. Future research should compare a Theory of Reasoned Action approach with several alternative frameworks for explaining children's nature‐related behaviors, and investigate the relationship between behaviors and behavioral intentions to see why a discrepancy exists in the ability to account for each construct. To more fully influence behavior in environmental education programs, educators may need to address other factors besides attitudes and subjective norms.  相似文献   

Creative partnerships? Cultural policy and inclusive arts practice in one primary school     

Christine Hall  Pat Thomson 《British Educational Research Journal》2007,33(3):315-329

This article traces the ‘cultural turn’ in UK educational policy through an analysis of the Creative Partnerships policy (New Labour's ‘flagship programme in the cultural education field’) and a consideration of an arts project funded under this initiative in one primary school. It argues that current educational policy foregrounds the economic importance of cultural activity and its contribution to the social inclusion agenda. However, ‘creativity’ is seen as being located outside mainstream school structures, in projects rather than in the National Curriculum, and in artists rather than in teachers. The emphasis is on enjoyment and inclusion rather than cultural or social critique, or significant curriculum change. The transformative potential of involvement in the arts is marginalised in favour of a relatively weak form of social inclusion.  相似文献   

Examining Kindergarten Students’ Use of and Interest in Informational Text     

Anna H. Hall  D. Matthew Boyer  Elizabeth A. Beschorner 《Early Childhood Education Journal》2017,45(5):703-711

This article describes a dual-case study that was conducted to examine the effects of The Tools Approach on kindergarten students’ use of and interest in informational text. Children in one teacher’s kindergarten classroom during two subsequent years participated in a writing intervention which included learning about text features, conducting group research, and conducting individual research. During both cases, data were collected during child, parent, and teacher interviews. The results of this study showed that children participating in The Tools Approach strategy increased their abilities to identify and use text features to gather and disseminate information. Children also demonstrated increased interest in reading and writing informational text as a result of their participation in the study.  相似文献   

A blended learning curriculum for training peer researchers to conduct community-based participatory research     

Andrew D. Eaton  Francisco Ibáñez-Carrasco  Shelley L. Craig  Soo Chan Carusone  Michael Montess  Gordon A. Wells 《Action Learning: Research and Practice》2018,15(2):139-150

Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n?=?7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations.  相似文献   

The Effect of Social Skills Interventions in the Primary School     

Alexa Denham  Sarah Hatfield  Nicola Smethurst  Elizabeth Tan  Craig Tribe 《Educational Psychology in Practice》2006,22(1):33-51

Social inclusion is currently a priority issue for all in education. Brent Educational Psychology Service implemented two social skills training interventions to promote social inclusion in six primary schools. Educational psychologists in training carried out an independent evaluation of these interventions. Analysis of quantitative and qualitative data showed positive effects of intervention on social skills and social inclusion. The effects of pupil gender and intervention type are also reported and discussed. It is concluded that social skills training is a valid approach to promoting social inclusion in diverse and challenging primary schools and that educational psychologists have a vital role to play in its implementation and evaluation.  相似文献   

Letter from the Editors     

Berg  Craig  Enochs  Larry G. 《Journal of Science Teacher Education》2003,14(2):73-73

Journal of Science Teacher Education -  相似文献