Using DNA From Mothers and Children to Study Parental Investment in Children’s Educational Attainment     

Jasmin Wertz  Terrie E. Moffitt  Jessica Agnew-Blais  Louise Arseneault  Daniel W. Belsky  David L. Corcoran  Renate Houts  Timothy Matthews  Joseph A. Prinz  Leah S. Richmond-Rakerd  Karen Sugden  Benjamin Williams  Avshalom Caspi 《Child development》2020,91(5):1745-1761

This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission.  相似文献   

Teaching Students with Moderate Intellectual Disability Who Are Emergent Readers to Comprehend Passages of Text     

Diane M. Browder  Melissa E. Hudson  Alyson Leah Wood 《Exceptionality》2013,21(4):191-206

A modified system of least intrusive prompting was used to teach middle school students with moderate intellectual disability who were emergent readers to comprehend short passages of text. Text passages were summaries of the chapters of age-appropriate novels rewritten for a beginning reading level. Time delay was used to teach the participants to pair WH words to their definition. A modified system of least intrusive prompting was used to teach strategies for answering comprehension questions. All participants improved the number of correct responses for both rules definitions and comprehension responses from baseline to intervention. Additionally, probes collected during the session prior to the introduction of a new book indicated comprehension skills generalized to new untaught books.  相似文献   

The Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)     

Michèle Foster  Leah Halliday  Jonathan Baize  James Chisholm 《Multicultural Perspectives》2020,22(2):68-78

Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice.  相似文献   

Dissecting “Peer Presence” and “Decisions” to Deepen Understanding of Peer Influence on Adolescent Risky Choice     

Leah H. Somerville  Nadia Haddara  Stephanie F. Sasse  Alea C. Skwara  Joseph M. Moran  Bernd Figner 《Child development》2019,90(6):2086-2103

This study evaluated the aspects of complex decisions influenced by peers, and components of peer involvement influential to adolescents’ risky decisions. Participants (N = 140) aged 13–25 completed the Columbia Card Task (CCT), a risky choice task, isolating deliberation-reliant and affect-reliant decisions while alone, while a friend monitors choices, and while a friend is merely present. There is no condition in which a nonfriend peer is present. Results demonstrated the risk-increasing peer effect occurred in the youngest participants in the cold CCT and middle-late adolescents in the hot CCT, whereas other ages and contexts showed a risk-decreasing peer effect. Mere presence was not sufficient to influence risky behavior. These boundaries in age, decision, and peer involvement constrain prevailing models of adolescent peer influence.  相似文献   

An introduction to the scientific realism debate     

Leah Henderson 《Metascience》2017,26(2):219-222

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Stepping toward Physical Activity Requirements: Integrating Pedometers into Early Childhood Settings     

Leah E. Robinson  Danielle D. Wadsworth 《Early Childhood Education Journal》2010,38(2):95-102

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What’s in a right? Two variations for interpreting the right to education     

Leah K. McMillan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(3):531-545

The end of the Cold War ushered in a paradigmatic shift in international development discourse whereby a human rights-based approach to development was generated. This shift has stimulated the pegging of international development policy to the objectives of the human rights regime. However, in attempting to unify development and human rights perspectives, policy-makers have overlooked an imperative component of these realities, namely that proponents of the human rights agenda and social developmentalists differ in their conceptions of “education”. Thus, while both perspectives seek universal primary education (UPE), their ideas about what that education should consist of vary. This paper does not argue for the use of one definition, nor does it conclude that the two are incompatible. Rather, the author contends that it is paramount that these two definitions are recognised for their unique approaches to education, in order for policies to be most effective. The value in the human rights-based approach to development is its ability to utilise both human rights and development perspectives to create a more comprehensive approach to poverty reduction and economic growth. By incorporating both definitions of “education” into policy agendas, both the process and product of education will be emphasised, in turn improving the effectiveness and outcome of all efforts to achieve UPE.  相似文献   

Maternal Scaffolding in Two Museum Exhibition Halls     

Leah M. Melber 《Curator: The Museum Journal》2007,50(3):341-354

Abstract This study investigates the effect of two different types of exhibitions on maternal scaffolding or teaching conversations within a natural history museum. A total of 31 mother‐child dyads were observed and videotaped within two different exhibition halls and the conversation was transcribed for analysis. Using categories of coding that compared higher‐level conceptual conversation versus perceptual conversation such as naming, the different types of teaching techniques were examined via paired t‐tests. More conceptual, higher‐level verbal teaching was observed within the traditionally designed exhibition hall than within a hall designed specifically for children and families. Interviews with the mothers indicated that they were aware of physical differences between the two exhibition halls and intentionally varied their scaffolding in relation to the physical context.  相似文献   

Using a computer-aided personalized system of instruction to enhance the mastery of statistics in online learning     

Robert C. Butler  Christopher D. Blair  Rae Ette Newman  Leah L Batchelor 《Teaching Statistics》2023,45(3):148-157

This study compared the effectiveness of teaching a distance education statistics course using a computer-aided personalized system of instruction (CAPSI) in comparison to a distance education course that used video lectures. Data were collected between 2017 and 2022. Two-hundred and sixty-eight students were included in the sample. Results supported that students enrolled in the CAPSI statistics course were less likely to drop out of the course and mastered significantly more material than students enrolled in the lecture-based distance education course. It is recommended that instructors teaching statistics in distance education settings consider using CAPSI to improve student outcomes.  相似文献   

Effect of a mastery climate motor program on object control skills and perceived physical competence in preschoolers     

Robinson LE 《Research quarterly for exercise and sport》2011,82(2):355-359

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