Family Income Dynamics,Early Childhood Education and Care,and Early Child Behavior Problems in Norway          下载免费PDF全文

Henrik D. Zachrisson  Eric Dearing 《Child development》2015,86(2):425-440

The sociopolitical context of Norway includes low poverty rates and universal access to subsidized and regulated Early Childhood Education and Care (ECEC). In this context, the association between family income dynamics and changes in early child behavior problems was investigated, as well as whether high‐quality ECEC buffers children from the effects of income dynamics. In a population‐based sample (N = 75,296), within‐family changes in income‐to‐needs predicted changes in externalizing and internalizing problems (from ages 18 to 36 months), particularly for lower income children. For internalizing problems, ECEC buffered the effect of income‐to‐needs changes. These findings lend further support to the potential benefits of ECEC for children from lower income families.  相似文献   

Prenatal Caloric Intake and the Development of Academic Achievement Among U.S. Children From Ages 5 to 14          下载免费PDF全文

Eric J. Connolly  Kevin M. Beaver 《Child development》2015,86(6):1738-1758

Few studies have examined the relation between maternal caloric intake during pregnancy and growth in child academic achievement while controlling for important confounding influences. Using data from the National Longitudinal Survey of Youth, the current study examined the effects of reduced prenatal caloric intake on growth in scores on the Peabody Individual Achievement Test from ages 5 to 14. While models controlling for within‐family covariates showed that prenatal caloric intake was associated with lower reading and mathematical achievement at age 5, models controlling for between‐family covariates (such as maternal IQ) and unobserved familial confounders revealed only a statistically significant association between siblings differentially exposed to prenatal caloric intake and mathematical achievement at age 5.  相似文献   

Parental perspectives and challenges in inclusive education in Singapore     

Meng Ee Wong  Kenneth K. Poon  Sarinajit Kaur  Zi Jia Ng 《Asia Pacific Journal of Education》2015,35(1):85-97

Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion.  相似文献   

Statistical Diversions          下载免费PDF全文

Peter Petocz  Eric Sowey 《Teaching Statistics》2015,37(2):66-69

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Explicating Physical Activity Preferences of Community-Dwelling Filipino Elderly in Urban and Rural Settings: A Conjoint Analysis     

Allan B. de Guzman  Eric Harold M. Jatulan  Joyce Ann Camille A. Jimenez 《Educational gerontology》2015,41(4):251-266

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Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature     

Jenny Olin Shanahan  Elizabeth Ackley-Holbrook  Eric Hall  Kearsley Stewart  Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.  相似文献   

Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?     

Andres S. Bustamante  Eric Dearing  Henrik Daae Zachrisson  Deborah Lowe Vandell 《Child development》2022,93(2):502-523

Experimental research demonstrates sustained high-quality early care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD Study of Early Child Care and Youth Development (n = 994; 49.7% female; 73.6% White, 10.6% African American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children's educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d = .19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d = .19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds.  相似文献   

Building Women’s Innovation Capacities Through Undergraduate Experiences     

Selznick  Benjamin S.  Mayhew  Matthew J.  Zhang  Lini  McChesney  Eric T. 《Research in higher education》2022,63(4):567-588

Research in Higher Education - This study examines how collegiate climates and practices can promote innovation capacities among an international longitudinal sample of undergraduate women. Using a...  相似文献   

Program Review: Perspectives on an Improvement-Oriented Process     

Caleb J. Keith  Kristine Brunovska Karnick  Chandra L. Kohler  Eric J. Teske  A. Sonia Ninon 《Assessment Update》2023,35(5):6-14

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Do more hours in center-based care cause more externalizing problems? A cross-national replication study     

Catalina Rey-Guerra  Henrik D. Zachrisson  Eric Dearing  Daniel Berry  Susanne Kuger  Margaret R. Burchinal  Ane Nærde  Thomas van Huizen  Sylvana M. Côté 《Child development》2023,94(2):458-477

Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in center-based care predicted changes in externalizing problems in toddlers and preschoolers (N = 10,105; 49% female; data collection 1993–2012) in seven studies, including from Germany, Netherlands, Norway, two from Canada and two from the U.S. Race/ethnicity data were only collected in the United States (57% and 80% White; 42% and 13% African-American; 1.2% and 5% Latinx). Meta-analyses showed no association (r = .00, p = .88) between hours in center-based care and externalizing problems.  相似文献