Cultural sensitivity: How important is it for effective home visits?     

Sally A. LaPoint  Gloria S. Boutte  Kevin J. Swick  Mac H. Brown 《Early Childhood Education Journal》1993,20(4):11-14

The implementation of home visits as a technique for involving parents has recently resurfaced. This educational trend has received additional emphasis as the nation attempts to meet the national education goals — particularly the first goal, which states, By the year 2000, all children will enter school ready to learn.Sally A. LaPoint is an Assistant Professor of Early Childhood Education at the University of South Carolina at Beaufort. She also administers the At Risk Early Childhood Family Initiative, located at the historic Penn Center on St. Helena Island, South Carolina. Gloria S. Boutte is an Assistant Professor, Kevin J. Swick is a Professor, and Mac H. Brown is an Associate Professor, Early Childhood Education, at the University of South Carolina, Columbia, S.C.  相似文献   

Support for informal assessment in mathematics in the context of standards referenced reporting     

Will Morony  Kevin Olssen 《Educational Studies in Mathematics》1994,27(4):387-399

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Vocationalism and the Japanese Educational System     

Kevin McCormick 《比较教育学》1988,24(1):37-51

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Parenting and family socialization strategies and children's mental health: low-income Mexican-American and Euro-American mothers and children     

Hill NE  Bush KR  Roosa MW 《Child development》2003,74(1):189-204

The extent to which current theories on family-related factors associated with children's depression and conduct problems are applicable to Mexican American children was examined among demographically comparable samples of low-income Mexican American (English and Spanish speaking) and Euro-American mothers and children. There were ethnic differences in mean levels of children's depression, maternal inconsistent discipline, and hostile control. In addition, there were differences across language within the Mexican American sample on levels of reported maternal inconsistent discipline and hostile control. The vast majority of relations between parenting and mental health were similar between Mexican Americans and Euro-Americans, suggesting that current theories do apply across ethnic groups. However, analyses across language within the Mexican American sample showed that language preference moderated the relation between maternal acceptance and children's conduct problems. Moreover, the relation between acceptance and hostile control differed across groups. These results are discussed in light of the relative influence of ethnicity and other contextual variables on parenting and children's mental health.  相似文献   

Impaired Students: Applying the Therapeutic Process Model to Graduate Training Programs     

Kevin Wilkerson 《Counselor Education & Supervision》2006,45(3):207-217

This article updates and adds to the literature on graduate trainee impairment provided by L. Forrest, N. Elman, S. Gizara, and T. Vacha‐Haase (1999) in their comprehensive literature review. Based on recommendations by Forrest et al., a program model for dealing with impaired trainees is proposed. The 5‐step therapeutic process model includes (a) informed consent, (b) intake and assessment, (c) evaluation, (d) treatment planning and follow‐up, and (e) termination. Each step is explained within the context of graduate training programs, and key points to consider are discussed.  相似文献   

The evaluation of a family learning environment model     

Kevin Marjoribanks 《Studies in Educational Evaluation》1983,9(3):343-351

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A New Perspective on the Effects of Covariates in Mixture Models     

Gabriela Stegmann  Kevin J. Grimm 《Structural equation modeling》2018,25(2):167-178

In this simulation study, we explored the effect of introducing covariates to a growth mixture model when covariates were also generated by a mixture model. We varied the association between the latent classes underlying the growth trajectories and the covariates, the degree of separation between the latent classes underlying the covariates, the number of covariates included, and amount of missing data in the growth data. We found that adding covariates to the growth mixture model generally hurt class recovery except where the latent classes underlying the growth trajectories and the covariates were the same or very strongly associated, and there was a large degree of separation between the classes underlying the covariates. We found that when covariates were introduced, entropy might no longer be an accurate indicator of the distinctiveness of the growth trajectory classes.  相似文献   

Signature pedagogies in support of teachers’ professional learning     

Melissa Parker  Kevin Patton  Mary O'Sullivan 《Irish Educational Studies》2016,35(2):137-153

Signature pedagogies [Shulman, L. 2005 Shulman, L. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59. doi: 10.1162/0011526054622015[Crossref], [Web of Science ®] , [Google Scholar]. “Signature pedagogies in the professions.” Daedalus 134 (3): 52–59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development (PD). In all, 24 papers from the study of physical education PD projects with clearly articulated pedagogical objectives and documentation on achieving those objectives were included in the analysis. In total 479 teachers and 48 facilitators across the US and Europe were interviewed and/or surveyed. Three discrete PD signature pedagogies holding potential to enhance teacher growth and learning within the context of PD were identified: critical dialogue (process of acquiring knowledge through communicative interactions), public sharing of work (testing out practices in classrooms and share ideas with larger audiences), and communities of learners (collective learning around a shared concern or a passion). It is our hope in providing the beginnings of a common vocabulary for pedagogies of teacher professional learning we have encouraged additional steps toward developing signature pedagogies for learning across different PD settings and content areas.  相似文献   

Social Psychology and Education: the state of the art?     

Kevin Wheldall 《教育心理学》1984,4(1):79-81

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The Right Tools for the Wrong Job: a response to Leach and Siddall on parental involvement in the teaching of reading with particular reference to Pause,Prompt and Praise tutoring     

Kevin Wheldall 《教育心理学》1995,15(2):203-207

Leach and Siddall (1990) present a comparison study of four methods of involving parents in the teaching of reading. It is argued here that one of the procedures they employed, ‘Pause, Prompt and Praise’, was used inappropriately with a group of children for whom it was not designed. Consequently, any conclusions drawn from this study about the relative effectiveness of ‘Pause, Prompt and Praise’ compared with the other procedures are unwarranted.  相似文献