Stability and change in attachment security across adolescence   总被引：1，自引：0，他引：1  

Allen JP  McElhaney KB  Kuperminc GP  Jodl KM 《Child development》2004,75(6):1792-1805

This study examined both continuity and familial, intrapsychic, and environmental predictors of change in adolescent attachment security across a 2-year period from middle to late adolescence. Assessments included the Adult Attachment Interview, observed mother-adolescent interactions, test-based data, and adolescent self-reports obtained from an ethnically and socioeconomically diverse sample of moderately at-risk adolescents interviewed at ages 16 and 18. Substantial stability in security was identified. Beyond this stability, however, relative declines in attachment security were predicted by adolescents' enmeshed, overpersonalizing behavior with their mothers; depressive symptoms; and poverty status. Results suggest that although security may trend upward for nonstressed adolescents, stressors that overwhelm the capacity for affect regulation and that are not easily assuaged by parents predict relative declines in security over time.  相似文献   

Enhancing the quality of early childhood education: A follow-up evaluation of an experiential, collaborative training model for head start     

John Fantuzzo  Stephanie Childs  Virginia Hampton  Marika Ginsburg-Block  Kathleen Coyle Coolahan  Darlena Debnam 《Early childhood research quarterly》1997,12(4):425-437

The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed.  相似文献   

Both Sides Now: Examining Transformative Learning and Professional Development of Educators     

Kathleen P. King 《Innovative Higher Education》2004,29(2):155-174

The purpose of this mixed method research is to understand and support educators' continuing learning and growth better by using a lens of transformative learning to examine their experience and professional development practice and responsibility. Data from 58 participants and the course professor are analyzed to consider the occurrence of transformative learning and the related needs that emerged. This article also presents trends across the learning experiences and recommendations for practice and responsibility. Additionally, there are implications of the research for higher education professors, administrators, and developers reflecting on their concepts and planning of formal professional development.  相似文献   

And Baby Makes Four: Predictors of Attachment Security among Preschool-Age Firstborns during the Transition to Siblinghood     

Douglas M. Teti  Julie Wolfe Sakin  Elizabeth Kucera  Kathleen M. Corns  Rina Das Eiden 《Child development》1996,67(2):579-596

The present study examined preschool-age firstborns' adjustment to siblinghood, as indexed by security of firstborn-mother attachment, in a sample of 194 2-parent families. Security of firstborn attachment decreased significantly after a secondborn's birth, but the size of the decrease was smaller among firstborns under 24 months relative to 2–5-year-olds. Mothers' marital harmony and affective involvement with firstborns predicted firstborn security before and after the baby's birth, whereas mothers' psychiatric symptoms predicted firstborn security only after the birth. Post-hoc analyses of select subgroups revealed that mothers of firstborns with high security scores before the newborn's birth, regardless of whether scores remained high or dropped after the birth, showed higher levels of psychosocial and behavioral functioning than did mothers of firstborns with consistently low security scores at both time points. However, substantial drops in firstborn security after a secondborn's birth were associated with higher maternal psychiatric symptom scores both prior to and following the birth. Results suggest that quality of firstborn adjustment to siblinghood can be predicted from both structural and familial aspects of the firstborn environment.  相似文献   

Measuring the Quality of Teaching in Elementary School Classrooms     

Paul C. Burnett  David Meacham 《Asia-Pacific Journal of Teacher Education》2002,30(2):141-153

This paper reviews the means by which teacher quality has been measured. It considers data sources such as students, peers, experts, and examines the psychometrics and scale properties of teacher quality assessment instruments with respect to reliability and validity. A list of items for possible inclusion in an elementary student focussed instrument is considered, together with the potential use of such an instrument in measuring teacher quality.  相似文献   

Forced conscription of children during armed conflict: experiences of former child soldiers in northern Uganda     

Vindevogel S  Coppens K  Derluyn I  De Schryver M  Loots G  Broekaert E 《Child abuse & neglect》2011,35(7):551-562

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Multiculturalism,education for sustainable development (ESD) and the shifting discursive landscape of social inclusion     

Bruce Burnett  Felicity McArdle 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):43-56

Australia has a long and sometimes turbulent relationship with the migrant Other. This paper examines a component of this relationship via the window of contemporary multicultural policy. The paper begins with an analysis of the political and social conditions that enabled a national and bipartisan policy of multiculturalism to emerge as formalised federal policy during the late 1960s and early 1970s. The paper re-problematises the influences that helped shape Australia's articulation of race and ethnicity and argues that multiculturalism, within a post-September 11 environment, can no longer be framed solely within its traditional framework of social justice. The paper positions education for sustainable development (ESD) as an emerging discursive field that provides educators with an alternative road map for critiquing Australia's fluid relationship with the migrant Other. By linking the tenets of multiculturalism with ESD, this paper suggests pre-service teacher educators are presented with a productive, and at the same time politically palatable, means for regaining pedagogical traction for a semi-dormant agenda of social inclusion.  相似文献   

Examining the Black-White achievement gap among low-income children using the NICHD study of early child care and youth development   总被引：1，自引：0，他引：1  

Burchinal M  McCartney K  Steinberg L  Crosnoe R  Friedman SL  McLoyd V  Pianta R;NICHD Early Child Care Research Network 《Child development》2011,82(5):1404-1420

The Black–White achievement gap in children’s reading and mathematics school performance from 4½ years of age through fifth grade was examined in a sample of 314 lower income American youth followed from birth. Differences in family, child care, and schooling experiences largely explained Black–White differences in achievement, and instructional quality was a stronger predictor for Black than White children. In addition, the achievement gap was detected as young as 3 years of age. Taken together, the findings suggest that reducing the Black–White achievement gap may require early intervention to reduce race gaps in home and school experiences during the infant and toddler years as well as during the preschool and school years.  相似文献   

How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video     

Geraldine Blomberg  Kathleen Stürmer Tina Seidel 《Teaching and Teacher Education》2011,27(7):1131-1140

As critical component of teachers’ expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study systematically investigated pre-service teachers’ (n = 32 majoring in mathematics/science; n = 56 in social sciences/humanities) professional vision as elicited by videos of various subjects. Such a design allows studying the relevance of subject matter for professional vision. We found evidence for different professional visions among pre-service teachers majoring in different fields, indicating that—beyond knowledge acquisition—subject-specific socializations may result in distinct sets of shared beliefs and values.  相似文献   

Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise     

Mary Louise Hemmeter  Patricia SnyderKiersten Kinder  Kathleen Artman 《Early childhood research quarterly》2011,26(1):96

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