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Loretta C. Rudd Matthew C. Lambert Macy Satterwhite Cinda H. Smith 《Early Childhood Education Journal》2009,37(1):63-69
In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators,
this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators
with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom
observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language
following the professional development; however, the greatest increase (39% increase over professional development condition)
occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation
of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of
the strategies. 相似文献
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ABSTRACTIn the context of increasing international mobility in higher education, educators experience multiple challenges in the classroom. In the UK, policy discourses often frame international students as desirable resources. However, international students are frequently problematised as in academic deficit. Cultural reasons are posited for different patterns of participation in seminar discussions and critical engagement. This deficit narrative is neo-imperialist. A critical and ethical pedagogy should position international students as equals and as co-contributors. This article suggests that by changing pedagogical structures of traditional higher education classroom in the UK, subverting norms for epistemological interactions, international students can be empowered to engage actively and critically. This approach draws on the principles of Active Blended Learning to develop an ethical pedagogy, with equitable epistemic access for internationally mobile students. This paper explores how a module designed in keeping with ethical pedagogy [Madge, Clare, Parvati Raghuram, and Patricia Noxolo. 2009. “Engaged Pedagogy and Responsibility: A Postcolonial Analysis of International Students.” Geoforum 40 (1): 34–45] succeeded in critically engaging students. 相似文献
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Windham AM Rosenberg L Fuddy L McFarlane E Sia C Duggan AK 《Child abuse & neglect》2004,28(6):645-667
OBJECTIVE: The purpose of this research was to investigate, within an at-risk population, parent and child characteristics associated with a mother's self-reports of severe physical assault and assault on the self-esteem of the child in the first 3 years of life. DESIGN: The study population consisted of a community-based sample of mothers of newborns identified as at-risk for child maltreatment (n=595). Families were assessed annually from the child's birth through age 3 using instruments with established psychometric properties. Independent variables investigated included: family socio-demographics, parity, mother's social support, maternal depression, maternal problem drug or alcohol use, partner violence, child's age, child's sex, low birth weight/small for gestational age (SGA), and mother's perception of child's demand level. Associations with maltreatment were examined using multivariable methods for longitudinal data. RESULTS: Child severe physical assault was significantly associated with parent characteristics (maternal depression and partner violence); and child characteristics (SGA). Assault to the child's self-esteem was significantly associated with maternal depression, maternal illicit drug use, partner violence and mother's perception of child's demand level. Controlling for family sociodemographic characteristics did not change the associations. Likewise, while mother's perception of child demand level had an independent association with self-esteem assault, the associations described above persisted while demand level was held constant. In this high-risk sample, abuse was not associated with mother's age, education, race, parity, or household income level. CONCLUSIONS: While characteristics such as SGA can serve as markers for increased abuse risk, they are not amenable to intervention after the child is born. However, certain other risk factors, such as maternal depression and domestic violence are malleable and should be targeted for intervention with the goal of preventing child maltreatment. 相似文献
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Lori A. Roggman Judith H. Langlois Laura Hubbs-Tait Loretta A. Rieser-Danner 《Child development》1994,65(5):1429-1443
The research literature on infant day-care and attachment may be biased by the unavailability of "file drawer" studies, unpublished data showing no statistically significant effects. Replication studies, whether showing an effect or not, are essential to clarify the relation between day-care and attachment. This study of 105 12-month-olds is an attempt to replicate four similar studies summarized and combined by Belsky to show that infants in day-care are at risk for insecure attachment. In the present study, no results were robust enough to emerge consistently, although there was a trend for more negative attachment outcomes to be associated with little or part-time day-care rather than with full-time day-care. In general, the results suggest that the specific measures, definitions of full- and part-time, and statistical techniques used in studies examining the relation between day-care and attachment are likely to affect the outcome of such studies.
相似文献
For any given research area, one cannot tell how many studies have been conducted but never reported. The extreme view of the "file drawer problem" is that journals are filled with the 5% of the studies that show Type I errors, while the file drawers are filled with the 95% of the studies that show nonsignificant results. [Rosenthal, 1979, p. 638]
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Jackson R Baird W Davis-Reynolds L Smith C Blackburn S Allsebrook J 《Health information and libraries journal》2008,25(1):31-37
OBJECTIVE: To identify the information needs of parents of children with health care needs. METHODS: A series of three focus groups and one in-depth interview were held with parents (n = 10, 90% female) in Barnsley, South Yorkshire, UK. RESULTS: Findings were grouped into four themes: delivery of information; levels of support; relationship between the family and professional; and management of events. Parents expressed a preference for information to be delivered on a verbal, 'one-to-one' basis by a professional, supplemented by accessible, written reference materials. The provision of a contact telephone number for a named professional, so further information could be obtained when required, was identified as a key source of support. Participants emphasized the importance of being consulted about the care of their child, the interaction between professional and child, and also of being treated as an individual by the professional. CONCLUSIONS: Delivery of information to parents may be most effective on a verbal, 'one-to-one' basis with a professional, in conjunction with written accessible general and child-specific reference materials. The importance to parents of the provision of contact details for a named professional and specialist nurse support is also emphasized. The psychosocial experiences of parents, along with the impact of the relationship between family and professional, and requirement for good channels of communication, must be taken into account by professionals during the care of children with health care needs. These findings have important implications for professionals and service providers for the future delivery of information to parents of children with health care needs. 相似文献
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Loretta C. Rudd Matthew C. Lambert Macy Satterwhite Amani Zaier 《Early Childhood Education Journal》2008,36(1):75-80
Previous research indicates that, prior to entering kindergarten, most children are exposed to some type of formal or direct
mathematics instruction. However, the type of mathematical language and the frequency of its use vary greatly in terms of
its emphasis on academic content. This study investigated the types and frequency of mathematical language used in six classrooms
for children ranging in age from birth to five years. The study site was a quality early childhood setting at a state university
in Southwest. Results indicated that utterances pertaining to spatial relations exceeded any other type of mathematical concepts
by approximately twice the frequency. In addition, there was a paucity of higher level mathematical concepts observed. These
data suggest a need for enhanced attention to higher level mathematical concepts explored in early childhood settings. 相似文献