Exploring alternatives to the ‘neoliberalism’ critique: new language for contemporary global reform     

Emma Rowe  Christopher Lubienski  Andrew Skourdoumbis  Jessica Gerrard  David Hursh 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):147-149

  相似文献   

The Past is Present: Responses to Infant Crying Among Mothers High in Attachment Anxiety     

Jessica L. Borelli 《Parenting, science and practice》2019,19(1-2):22-25

SYNOPSIS

This commentary explores potential mechanisms underlying the links between mothers’ attachment anxiety and levels of salivary alpha amylase in response to infant crying across levels of spouse support. The commentary argues that the current design cannot disentangle different explanations for the effects – whether they reflect general stress reactivity patterns or patterns occurring specifically in response to infant distress – and offers suggestions for ways in which to explore putative explanations in future studies. Understanding mechanisms is essential to identify risk factors for insensitive parenting.  相似文献   

Inter-Parietal White Matter Development Predicts Numerical Performance in Young Children     

Cantlon JF  Davis SW  Libertus ME  Kahane J  Brannon EM  Pelphrey KA 《Learning and individual differences》2011,21(6):672-680

In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to test the link between the development of the corpus callosum and performance on symbolic and non-symbolic numerical judgment tasks. We were especially interested in the interhemispheric connections of parietal cortex in 6-year-old children, because regions of parietal cortex have been implicated in the development of numerical skills by several prior studies. Our results revealed significant structural differences between children and adults in the fibers of the corpus callosum connecting the left and right parietal lobes. Importantly, these structural differences were predictive of individual differences among children in performance on numerical judgment tasks: children with poor numerical performance relative to their peers exhibited reduced white matter coherence in the fibers passing through the isthmus of the corpus callosum, which connects the parietal hemispheres.  相似文献   

Does Fidelity of Implementation Account for Changes in Teacher–Child Interactions in a Randomized Controlled Trial of Banking Time?     

Jennifer LoCasale-Crouch  Amanda Williford  Jessica Whittaker  Jamie DeCoster  Pilar Alamos 《Journal of research on educational effectiveness》2018,11(1):35-55

This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes.  相似文献   

Scientific Collaboration with Educators: Practical Insights from an in‐Class Noise‐Reduction Intervention     

Jessica Massonni  Philippe Frasseto  Denis Mareschal  Natasha Z. Kirkham 《Mind, Brain, and Education》2020,14(3):303-316

Moving the field of Mind, Brain, and Education forward requires researchers and educators to reframe the boundaries of their own discipline in order to create knowledge that is both scientifically based, and of practical relevance for education. We believe that this could be done by co‐constructing research projects from the start. We present a case study of a noise‐reduction intervention in elementary classrooms, in which teachers and researchers worked together from the onset of study design. We examine the processes behind: (1) selecting research questions and measures, (2) planning interventions, (3) receiving ethical approval and funding, (4) recruiting schools, and (5) collecting data. At each step, our study provides suggestions for future collaborative efforts, keeping in mind broader theoretical and methodological implications. We believe that our concrete examples and suggestions will be useful for beginning and confirmed researchers, as well as teachers aiming to know more about research projects.  相似文献   

Developing self-awareness using mindfulness meditation with preservice teachers: reflections on practice     

Mi-Hwa Park  Jeanetta G. Riley  Jessica M. Branch 《Journal of Early Childhood Teacher Education》2020,41(2):183-196

ABSTRACT

Mindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth. However, supporting teacher self-awareness is rarely given much attention in teacher education programs. The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers. This article reports the main findings that emerged from the students’ journals regarding the mindfulness meditation. Reflecting on the findings, this article suggests that educators need to provide meaningful learning experiences and activities, which could help their students develop the personal qualities necessary to teach with high self-confidence.  相似文献   

Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations     

David Devraj Kumar  Jessica Dunn 《Journal of Science Education and Technology》2018,27(4):362-368

Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N?=?19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.  相似文献   

Relating deaf students' reading and language scores at college entry to their degree completion rates     

Cuculick JA  Kelly RR 《American annals of the deaf》2003,148(4):279-286

Graduation patterns were examined for 905 deaf students (1990-1998) at the National Technical Institute for the Deaf. Students with higher reading and language skills had the best overall graduation percentage. Comparison of recipients of different degrees--bachelor of science (BS) versus fine arts (BFA); associate of applied science (AAS) versus occupational studies (AOS)--showed 92% of BS and 82% of AAS graduates reading at the 9th-grade level or above, versus 65% of BFA and 47% of AOS graduates. Interestingly, 80% of non-degree-earning students read at the 9th-12th grade levels; in absolute terms, they outnumbered graduates with similar reading skills in the AAS and BFA programs combined, and in the BS program. This indicates a need for improved counseling, placement, and retention strategies. Students performed similarly across degree categories, regardless of curriculum requirements and difficulty. Only non-degree-earning students had significantly lower grade averages.  相似文献   

Infant joint attention, temperament, and social competence in preschool children   总被引：2，自引：0，他引：2  

Vaughan Van Hecke A  Mundy PC  Acra CF  Block JJ  Delgado CE  Parlade MV  Meyer JA  Neal AR  Pomares YB 《Child development》2007,78(1):53-69

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.  相似文献   

Next Steps for Mind,Brain, and Education: Strengthening Early‐Career Development     

Rebecca J. M. Gotlieb  Courtney Pollack  Jessica W. Younger  Elizabeth Y. Toomarian  Genevive Allaire‐Duquette  Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132

An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.  相似文献