African American Fathers in Low Income, Urban Families: Development, Behavior, and Home Environment of Their Three-Year-Old Children     

Maureen M. Black  Howard Dubowitz  & Raymond H. Starr  Jr. 《Child development》1999,70(4):967-978

This study examined the relationship between paternal roles, regardless of residence, and the well-being of 175 3-year-old children from low income, African American families. There were no differences in children's cognition, receptive language, behavior, or home environment related to father presence. Fathers (or father figures) were identified in 73% of the families, and 64% participated in an interview and videotaped observation. The relationships between paternal roles (parenting satisfaction, economic support, nurturance during play, child care, and household responsibilities) and children's cognitive skills, receptive language, behavior, and home environment were examined. After controlling for maternal age, education, and parenting satisfaction, there were significant relationships between paternal roles and each index of children's well-being, suggesting that fathers' contributions were unique. Fathers who were satisfied with parenting, contributed financially to the family, and were nurturant during play had children with better cognitive and language competence; fathers who were satisfied with parenting and employed, had children with fewer behavior problems; and when fathers were living with the child, the home was more child-centered. Neither the biological relationship of the father nor the parents' marital status entered into the models. These findings support ecological theories linking paternal involvement with children's well-being and argue for the institution of family-oriented policies that promote positive father involvement.  相似文献   

Instructional practices of teachers enrolled in educational technology and general education programs     

Marcie J. Bober  Howard J. Sullivan  Deborah L. Lowther  Patrick Harrison 《Educational technology research and development : ETR & D》1998,46(3):81-97

This study investigated classroom practices of 38 teachers enrolled in university masters' degree programs in educational technology and in other areas of education. The classroom practices related to five key concepts associated with educational technology: (a) learner-centered instruction, (b) instructional design, (c) media and technology, (d) assessment, and (e) instructional alignment. Teachers rated their frequency of use of desirable practices in these five areas on a 30-item Likert type survey. In addition, one class of students per teacher rated its own teacher's frequency of use of the practices on 20 items parallel to items on the teacher survey. The mean overall rating across all teachers for the classroom practice items was very close to Often, or 4.0, on the 5-point scale. There were few reported differences between the teachers enrolled in educational technology programs and those enrolled in other education programs. Student ratings indicated less frequent teacher use of the desirable practices on 16 of the 20 common items, with significantly lower student ratings on 8 of these items. However, there was strong teacher-student agreement on several other comparisons.The study reported in this article was conducted as a doctoral dissertation at Arizona State University.  相似文献   

Why screen newborns for cocaine: service patterns and social outcomes at age one year.     

R S Byrd  A M Neistadt  C R Howard  C Brownstein-Evans  M Weitzman 《Child abuse & neglect》1999,23(6):523-530

OBJECTIVE: To compare baseline characteristics, service provision, and child placement for infants exposed to cocaine in utero based on postnatal screening results. METHODS: We studied a retrospective cohort of 40 consecutive drug-exposed, but seemingly healthy term infants who underwent urine drug screening in the newborn nursery of a community hospital. Using clinical and service agency data, two cocaine-exposed cohorts were compared (a) screen-positive at birth (n = 22) versus (b) screen-negative at birth (n = 18). RESULTS: Both cocaine-exposed groups had similar infant birth weights, levels of paternal involvement, maternal ages, gravidity, parity, and lengths of gestation. Mothers in both groups had similar histories of prostitution, poor home environment, drug use, and prenatal drug rehabilitation. Mothers of screen-positive infants were more likely than mothers of screen-negative infants to have other children in foster care (27% vs. 6%, p = .07), to have experienced previous interventions by child protective services (CPS) (55% vs. 17%, p < .01), to have had no prenatal care (32% vs. 6%, p = .09), and fewer prenatal visits (4.7 vs. 8.6, p = .02). Compared to screen-negative infants, more screen-positive infants were referred to a high-risk infant tracking program (91% vs. 6%), referred to CPS (100% vs. 33%), placed outside the mother's home (50% vs. 22%), and had their mothers referred to drug rehabilitation (36% vs. 11%), (p < .01 for each). By 1 year of age, support services differed little between exposed cohorts. However, 6 of 22 screen-positive infants were in foster care and 3 were placed for adoption, while only 1 of the 18 screen-negative infants was in foster care and only 1 had been placed for adoption. There were no services available in this community to provide coordinated or comprehensive services or drug treatment specific to the needs of drug using mothers and drug exposed infants. CONCLUSIONS: Despite similarities between cocaine-exposed infants cared for in a normal newborn setting (with and without positive urine drug screens at birth), differences in referral services were noted. More striking than these differences was that services for families with drug-exposed infants are inadequate to even meet the needs of those families in our setting deemed to be at highest risk. Neonatal drug screening needs to be paired with effective services.  相似文献   

The Story of Phoenix Quest: How girls respond to a prototype language and mathematics computer game     

Jillian De Jean  Rena Upitis  Corina Koch  Jonathan Young 《Gender and education》1999,11(2):207-223

This article describes a case study of six girls' experiences with the Phoenix Quest computer game. In addition to the case study, a supplementary large-scale study of the reactions of both boys and girls to the same computer game was conducted for comparative analysis. Phoenix Quest (PQ) was designed not only to encourage children to explore language and mathematics, but also to offer game features that would especially appeal to girls. Participants in the case study were given opportunities to become acquainted with PQ for several months before being observed and interviewed. Four issues that emerged as being important to the participants were (a) presentation of the story in a non-linear format, (b) appreciation for the problem-solving elements of PQ, (c) identification with the main character (female), and (d) lack of awareness of the mathematics embedded within the game. The findings provided evidence that PQ appealed to girls because the protagonist was of their age and gender, and because the puzzles and searches were engaging throughout the game. Some aspects of the game, however, were less successful; for instance, the non-linear story format was disconcerting to all but one of the participants, and only one student identified the mathematics in the game structure. The large-scale study involved 41 boys and 57 girls, aged 8-12, from four junior school classes (Grades 4, 5 and 6). The aggregate data collected showed that more girls than boys used the postcard-writing feature of PQ and appreciated following the adventures of a female protagonist. More boys than girls were reported to offer advice to other students, discuss the game during their free time, and observe others playing the game. Some boys even formed groups to exchange information and game-playing strategies. Also, more boys than girls recognised the mathematics embedded within the game. Although these studies did not focus on teacher-student interaction, the finding that more than 25% of participating students were not able to identify the mathematics embedded in PQ, supports supplementary instruction on the part of a teacher as a requirement for making the mathematics more salient. Further research to address this issue is strongly recommended. Both the case study and the large-scale study revealed that among computer games, PQ's uncommon approach of celebrating and challenging a female protagonist is important to girls. This does not suggest that the presentation of a female protagonist will discourage boys from playing and enjoying the game. On the contrary, our findings showed that boys were also engaged by PQ, a game that encourages cooperative play and group problem-solving. In the realm of computer games, gender identification plays a key role, in first capturing the attention of girls, and then sustaining their interest, enjoyment and participation.  相似文献   

Response to Karen Meyer: Reflections on being female in school science     

Janice Koch 《科学教学研究杂志》1998,35(4):473-474

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The legacy of Steven M. Ross     

Howard Sullivan  Gary Morrison  J. Michael Spector 《Educational technology research and development : ETR & D》2009,57(4):437-438

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Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach     

Howard P. Parette  Craig Blum  Nichole M. Boeckmann 《Early Childhood Education Journal》2009,37(1):5-12

As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying explanations of how to interpret data and make decisions regarding the effectiveness of the technology.  相似文献   

Fostering online social construction of science knowledge with primary pre-service teachers working in virtual teams     

Howard Nicholas  Wan Ng 《Asia-Pacific Journal of Teacher Education》2009,37(4):379-398

As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study investigated how the pre-service teachers collaborated online in virtual teams to complete set tasks, their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated that the virtual team-produced science resource materials were generally of high quality, with nearly half the number of teams engaging with Web 2.0 technologies (e.g. wikis and blogs) to construct their product. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed.  相似文献   

Better Red than Dead—Putting an End to the Social Irrelevance of Postwar Philosophy of Science     

Don Howard 《Science & Education》2009,18(2):199-220

This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.

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Don HowardEmail:

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Don Howard   is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005).  相似文献   

(Un)Critical times? Situating distributed leadership in the field     

Howard Youngs 《Journal of educational administration and history》2009,41(4):377-389

It is time to situate distributed leadership as a critical conceptualisation of school leadership; its popularisation has generally preceded conceptual and empirical development. Over the last 10 years distributed leadership has often been presented as a new construct of school leadership, though critique against education policy reforms and conceptual and historical links to the wider leadership field have generally been underemphasised. The theorisation and research of distributed leadership is currently situated at a critical point in its development; it is at the ‘crossroads’ of where it could dominantly be situated in the field of school leadership. A review of the literature and research suggests that distributed leadership is tending towards an uncritical position that is decoupled from critique of past and present education reforms and predominantly silent on how power relations at the local school level shape leadership activity.  相似文献