Does the Quality of Stimulation and Support in the Home Environment Moderate the Effect of Early Education Programs?     

Bradley RH  McKelvey LM  Whiteside-Mansell L 《Child development》2011,82(6):2110-2122

The current study was designed to investigate how the quality of stimulation and support available to children in the home interacts with participation in Early Head Start to determine children's development. Data were obtained as part of the national evaluation of Early Head Start (EHSRE), a randomized trial involving 3,001 children and families from 17 program sites. Hierarchical linear regression analyses were used to examine the interaction of EHS with (a) early maternal emotional warmth and (b) provision of a stimulating home environment on children's development at ages 3 and 5. Findings showed EHS sometimes differentially benefited children who came from households where the levels of warmth and stimulation were lowest. However, there was evidence of other forms of moderation as well.  相似文献   

Liberal education and politics: Lessons from the American founding     

Lorraine Smith Pangle 《Academic Questions》1995,8(1):33-44

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Performance measurement for academic development: risk or opportunity?     

Lorraine Stefani 《International Journal for Academic Development》2013,18(3):294-296

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Bridge to Teaching—An Accelerated Teacher-Certification Program     

Henri Sue Bynum  Lorraine Coughlin  Edwin R. Massey 《Community College Journal of Research & Practice》2013,37(8):633-634

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Impact of Curriculum Training on State-Funded Prekindergarten Teachers' Knowledge,Beliefs, and Practices     

Lorraine Breffni 《Journal of Early Childhood Teacher Education》2013,34(2):176-193

The number of state-funded prekindergarten programs continues to grow in the United States. The quality of these early childhood programs, however, often depends on the type of professional development provided. In this investigative study, an experimental pre-post causal-comparative research design was employed to evaluate the impact of an 8-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their actual observed classroom instructional performance. The 8-week course focused on equipping teachers of 4-year-olds with the content knowledge and instructional strategies necessary to promote children's learning. Based on research about the critical role of interactions on learning, the nature and types of exchanges between teachers and children became the focus of the professional-development initiative. Nine teachers attended the course and were evaluated before and after the training. A control group of 8 teachers was also assessed during the same time frame. An analysis of the data revealed that the course was effective in changing prekindergarten teachers' knowledge and practice. Results from pre-post measures of beliefs demonstrate that the outcomes were less significant. The impact of this focused professional-development initiative was not mediated by the participating teachers' level of education.  相似文献   

The Strengthening Families Initiative and Child Care Quality Improvement: How Strengthening Families Influenced Change in Child Care Programs in One State     

Anne Douglass  Lorraine Klerman 《Early education and development》2013,24(3):373-392

Research Findings: This study investigated how the Strengthening Families through Early Care and Education initiative in Illinois (SFI) influenced change in 4 child care programs. Findings indicate that SFI influenced quality improvements through 4 primary pathways: (a) Learning Networks, (b) the quality of training, (c) the engagement of program directors, and (e) the organizational climate at programs. SFI's multilevel model of implementation was key to its effectiveness. Two barriers to improving family partnership practices were identified: lack of cultural competence and a negative organizational climate. Practice or Policy: First, quality improvement and professional development efforts are likely to be more effective in promoting real change when they target multiple levels of the context in and around child care programs. SFI's multilevel implementation approach is a model. Second, quality improvement efforts in the area of family engagement may be more effective when specific attention is given to strategies for creating a supportive organizational climate and collegial relationships among staff. Relationships within programs set the tone for relationships with families. Third, cultural competence requires increased attention to efforts to improve the quality of family partnership practices. A focus on organizational cultural competence may provide the workplace environment necessary to support culturally competent practice among program staff.  相似文献   

Social Outcomes Associated With Media Viewing Habits of Low-Income Preschool Children     

Nicola A. Conners-Burrow  Lorraine M. McKelvey  Jill J. Fussell 《Early education and development》2013,24(2):256-273

Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for young children). The participants were 92 low-income pre-kindergarten-age children for whom we obtained parent reports of media viewing habits and teacher reports of classroom behavior. The results suggested that viewing of inappropriate content was associated with higher hyperactivity and aggression scores and a lower social skills rating, whereas the amount of viewing was not related to these classroom outcomes. Policy: There has been a great deal of focus on how both the amount and content of television viewed affects social development in middle and later childhood. These studies have helped influence the development of guidelines for parents of young children to limit media viewing. The findings from the present study suggest that school personnel and others should monitor the content of what preschoolers are watching and should educate parents about the potential impact of media viewing on children's classroom behavior.  相似文献   

Empire Redefined,Part 3     

Lorraine A. Busby 《期刊图书馆员》2017,73(2):84-88

The examination of publishing empires as paralleled by their geopolitical counterparts continues. The transition from a print-based industry into the digital era opened up new opportunities to build a corporate empire that intentionally seeks dominance and market control. As the biggest publishing corporations maneuvered for self-interests, their researcher and library customers have pushed back with sometimes clandestine responses to register their opposition, just as peasantry periodically revolted in previous eras. As the publishing empires and the researchers and libraries that use their products fight for support in the forum of public opinion, interesting contrasts in messaging are offered.  相似文献   

Empire Redefined: Part 2     

Lorraine A. Busby 《期刊图书馆员》2017,73(1):5-10

Dutch empires in publishing and territorial colonization are examined and compared during the 19th and 20th centuries for their relevancy to today. As decolonization took hold around the world, the Dutch divested geopolitical control of their colonies. At the same time, science publishing emerged from a precarious financial footing to one of solid revenue, profit, and unrestrained growth. Part 2 continues the story of two Dutch legacies and their impact on our current times.  相似文献   

Sometimes an Orgasm is Just an Orgasm     

Erika Lorraine Milam  Gillian R. Brown  Stefan Linquist  Steve Fuller  Elisabeth A Lloyd 《Metascience》2006,15(3):399-435

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