Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Does gender matter in computer ethics?   总被引：6，自引：0，他引：6  

Alison Adam  Jacqueline Ofori-Amanfo 《Ethics and Information Technology》2000,2(1):37-47

Computer ethics is a relatively young discipline,hence it needs time both for reflection and forexploring alternative ethical standpoints in buildingup its own theoretical framework. Feminist ethics isoffered as one such alternative particularly to informissues of equality and power. We argue that feministethics is not narrowly confined to women's issues but is an approach with wider egalitarianapplications. The rise of feminist ethics in relationto feminist theory in general is described and withinthat the work of Gilligan and others on an ethic of care. We argue for the need to connect theory toempirical evidence. Empirical studies of gender andbusiness and computer ethics are reviewed. We noteconcerns with surveying a student audience, the issueof how far questionnaires and interviews can get tothe heart of ethical beliefs and problems ofperforming statistical analyses of quantitative data.Although we recognize them, our own small surveycannot avoid all these problems. Nevertheless byrefining our scenarios we are able to offer analternative reading of a hacking problem in terms ofan ethic of care thereby pointing a way forward forfuture research in computer ethics inspired byfeminist theory.  相似文献   

Correlates of parental differential treatment: parental and contextual factors during middle childhood     

Atzaba-Poria N  Pike A 《Child development》2008,79(1):217-232

The current study examined whether parental and contextual risk factors contribute to mothers' and fathers' differential treatment (MDT/FDT) when accounting for sibling dyad characteristics. Also explored was whether family type (single mothers vs. 2 parents) moderated the links between the parental and contextual correlates and MDT. One hundred and seventy-two families with older (M= 7.4 years) and younger (M= 5.2 years) siblings were studied. Parents and children reported about the parent-child relationship, and parents reported about the children's characteristics, their own psychological resources, and contextual factors. Controlling for sibling dyad characteristics, FDT was predicted most consistently by household chaos. Furthermore, single mothers were not at risk per se for using more MDT but only when coupled with high maternal anger.  相似文献   

Providing access to electronic information resources in further education     

Linda Banwell  Kathryn Ray  Graham Coulson  Christine Urquhart  Ray Lonsdale  Chris Armstrong  Rhian Thomas  Siân Spink  Alison Yeoman  Roger Fenton  Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616

This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions.  相似文献   

人类天生可识别骗子     

Alison McCook 《海外英语》2003,(1):16

People appear to have an innate (先天的,天生的) ability to determine when someone is cheating them out of a deal, US researchers suggest. In one recent report, a group of investigators demonstrate that humans from widely different cultures-US college students  相似文献   

Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text     

Fiona Maine  Alison Waller 《Children‘s Literature in Education》2011,42(4):354-371

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Reconsidering the evidence base,considering the rural: Aiming for a better understanding of the education and training needs of Sub-Saharan African teachers     

Alison Buckler 《International Journal of Educational Development》2011

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Framing citizenship: from assumptions to possibilities in health and physical education     

Alison Wrench 《Sport, Education and Society》2019,24(5):455-467

Within the Australian context physical education (PE) and more recently health and physical education (HPE) have long been ascribed utilitarian value for producing healthy citizens. Whilst this has not been a linear progression over time, traces from the past do inform current assumptions about this utilitarian role. Of consequence are historical contingencies and responses to societal problems around health-related conduct and capabilities of the nations’ citizens. In this paper a genealogical approach is adopted to explore discourses and power relations that have framed the contribution of PE and HPE in shaping students for healthy citizenship. Disciplinary technologies associated with military-style physical training, civilising technologies of game play and responsibilising governmental technologies of contemporary policies will be explored. I conclude in arguing that if HPE is to prepare all students for equitable, inclusive citizenship what is required is the adoption of curricula and pedagogies that counteract hegemonic notions of individual responsibility for healthy citizenship.  相似文献   

The industrial middle class and the development of sport and in a railway town     

Liam Dyer  Dave Day 《Sport in History》2017,37(2):164-182

ABSTRACT

Increased industrial activity during the Victorian period led to the creation of industrial townships such as Crewe, whose growth was stimulated and sustained by the involvement of the London and North Western Railway Company. As in other townships, the paternalism of employers was reflected in company involvement in all aspects of the social, political and economic life of Crewe and the influence that was exerted on the population through the company’s middle-class managers. Men such as manager Francis Webb and company clerk Thomas Abraham had a significant impact on the sporting life of the town, and this paper explores their life courses to chronicle their involvement. These men were not public-school- or university-educated but they shared similar attitudes to sport with their middle-class counterparts in the South, and this paper uses their biographies to suggest that individuals concerned with the organisation of amateur sport across the country adhered to the basics tenets of the amateur ethos. The authors also reinforce the notion that, while the creation of governing bodies was certainly important in structuring late-nineteenth-century sport, the commitment and motivation of the individual was always critical in ensuring that local sport was played ‘in the right way’.  相似文献   

Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface     

Andrew Day  Vicky Nakata  Martin Nakata  Gregory Martin 《高等教育研究与发展》2015,34(3):501-512

The need to address the substantial inequities that exist between Indigenous and non-Indigenous Australians in higher education is widely recognised. Those factors that affect the performance of Indigenous students in tertiary education have been reasonably well documented across different institutions, disciplines, and programme levels but there has, to date, been less consideration of the processes by which Indigenous students either persist or desist in higher education. This paper aims to present a conceptual understanding of academic persistence that can inform the delivery of tailored academic support interventions to Indigenous students who are at high risk of leaving higher education.  相似文献