CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism     

Raver CC  Jones SM  Li-Grining C  Zhai F  Bub K  Pressler E 《Child development》2011,82(1):362-378

Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.  相似文献   

Effect of foster care on young children's language learning     

Windsor J  Benigno JP  Wing CA  Carroll PJ  Koga SF  Nelson CA  Fox NA  Zeanah CH 《Child development》2011,82(4):1040-1046

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.  相似文献   

School Desegregation and Civil Society: The Unification of Alabama's Black and White Parent‐Teacher Associations, 1954–1971     

Christine Woyshner 《History of education quarterly》2011,51(1):49-76

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Doing early childhood research: International perspectives on theory and practice     

Christine Elizabeth Bold 《British Educational Research Journal》2011,37(5):885-886

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Nutrition for winter sports     

Meyer NL  Manore MM  Helle C 《Journal of sports sciences》2011,29(Z1):S127-S136

Winter sports are played in cold conditions on ice or snow and often at moderate to high altitude. The most important nutritional challenges for winter sport athletes exposed to environmental extremes include increased energy expenditure, accelerated muscle and liver glycogen utilization, exacerbated fluid loss, and increased iron turnover. Winter sports, however, vary greatly regarding their nutritional requirements due to variable physiological and physique characteristics, energy and substrate demands, and environmental training and competition conditions. What most winter sport athletes have in common is a relatively lean physique and high-intensity training periods, thus they require greater energy and nutrient intakes, along with adequate food and fluid before, during, and after training. Event fuelling is most challenging for cross-country skiers competing in long events, ski jumpers aiming to reduce their body weight, and those winter sport athletes incurring repeated qualification rounds and heats. These athletes need to ensure carbohydrate availability throughout competition. Finally, winter sport athletes may benefit from dietary and sport supplements; however, attention should be paid to safety and efficacy if supplementation is considered.  相似文献   

HPT Models: An Overview of the Major Models in the Field     

Frank S. Wilmoth  Christine Prigmore  Marty Bray 《Performance Improvement》2014,53(9):31-42

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Beyond Cost Justification: Evaluation Frameworks in Corporate Distance Training     

Christine M. Keen  Zane L. Berge 《Performance Improvement》2014,53(10):22-28

Evaluation remains one of the biggest challenges for workplace training professionals today. Few organizations have mastered training evaluation, with even fewer moving beyond assessing learner reaction and satisfaction. The introduction of technology‐based distance training, coupled with large initial investments in technologies that are needed to support distance training programs, has further exacerbated evaluation efforts for training organizations. This article looks at the changing environment of training evaluation and the application of evaluation methodology in corporate distance training.  相似文献   

Tapping the educational potential of Facebook: Guidelines for use in higher education     

Rex Wang  Phil Scown  Cathy Urquhart  Julie Hardman 《Education and Information Technologies》2014,19(1):21-39

Facebook is a frequently used Computer Mediated Environment (CME) for students and others to build social connections, with identities and deposited self-expression. Its widespread use makes it appropriate for consideration as an educational tool; though one that does not yet have clear guidelines for use. Whether a social networking site can be used for educational objectives remains largely unexplored as a research question. This paper discusses a study conducted at the University of Auckland and at Manchester Metropolitan University on how their students use Facebook, and its impact on their social and academic lives. Using theories of social capital and knowledge management, we explore some potential educational uses of Facebook. Guidelines are included for the educational use of Facebook by tutors in a university environment. These include both positive recommendations and activities and approaches to avoid; and include educational, administrative and legal issues.  相似文献   

Action learning for professionals: a new approach to practice     

Christine Abbott  Cathy Mayes 《Action Learning: Research and Practice》2014,11(1):72-80

Following on from the article ‘Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development’ (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168–177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice.  相似文献   

Qualifizierungsstrategien deutscher Unternehmen in Japan,Indien und China – Deutsche Vorbilder oder einheimische Verfahrensweisen?     

Jochen van der Burgt  Junmin Li  Christine Wilbertz  Prof. Dr. Matthias Pilz 《Zeitschrift für Erziehungswissenschaft》2014,17(1):135-158

For many years the possible introduction of the German dual vocational education programme into other countries has been discussed. The transferability of the German vocational education and training system into other countries has been controversially discussed in the work of development assistance and in international comparative vocational education research for a long time, even though the empirical basis is quite narrow. The present study focuses on the vocational and training behaviours of German corporations in their subsidiaries in Japan, China and India. Even though all three nations are important countries for the German corporations the culture, the vocational education and employment systems are very different. Based upon the theory of the EPRG model in international management, this study analyses the vocational education and training activities and in terms of the EPRG model by interviews with experts. The findings indicate that a polycentric approach is used exclusively in India and to a significant extent in China. In Japan, in addition to the prevalent polycentric approach, there is also a strong influence of geocentric training styles. The similarities can be partly explained by the stronger focus on theoretical training institutions and a more academic attitude in society as a whole, which means that purely vocational training plays a marginal role with low esteem. In this context, it would be difficult to implement the German style of vocational education and training.  相似文献