Editorial     

Gareth Parry 《Higher Education Quarterly》2002,56(2):123-125

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Relation of maternal cognitive stimulation, emotional support, and intrusive behavior during Head Start to children's kindergarten cognitive abilities     

Hubbs-Tait L  Culp AM  Culp RE  Miller CE 《Child development》2002,73(1):110-131

The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed.  相似文献   

Conceptualising Curriculum Change     

Ronald Barnett  Gareth Parry  Kelly Coate 《Teaching in Higher Education》2013,18(4):435-449

Recent developments in UK higher education are turning attention to the undergraduate curriculum. Drawing on Lyotard's concept of performativity, this paper explores broad patterns of curriculum change in five subject areas. The curriculum is understood as an educational project forming identities founded in three domains: knowledge, action and self. Curriculum models are proposed that identify these components and their relationships with each other. The evidence suggests that the weightings and levels of integration of these components vary between the sciences and technology subjects, the arts and humanities, and professional courses. Attempts to develop curriculum strategies should take account of the patterns of curriculum components as they vary between the subject areas.  相似文献   

Telecommunications     

Rufus P. Turner  Sam Fedida  Rex Malik 《Communication Booknotes Quarterly》2013,44(9-10):198-199

Rufus P. Turner's The Illustrated Dictionary of Electronics (Blue Ridge Summit, Pa.: TAB Books, 1980---$19.95/14.95)

Sam Fedida and Rex Malik's The Viewdata Revolution (New York: John Wiley, 1980--- $34.95)

The latest from the Harvard Program on Information Resources Policy (200 Aiken, Harvard University, Cambridge, Mass. 02138)  相似文献   

Editorial     

Gareth Parry 《Higher Education Quarterly》1997,51(2):111-112

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Rhodes Boyson: a Janus of education?     

David Jeremy Parry 《History of education》2020,49(2):227-246

ABSTRACT

This article examines the career of the educationalist, Conservative politician and published writer on education and politics, Rhodes Boyson (1925–2012). As an educationalist, Boyson established Highbury Grove Boys’ Comprehensive School in Islington, North London: an inner-city school which was antithetical to the wave of progressivism in the 1960s and early 1970s. The article explores Boyson’s educational approach and vision in greater depth than has been the case in previous publications about him and attempts to place him beyond the limitations of a caricature and offer some redemption, seeing him as a paradox: he was welded to educational traditions but at the same time had a vision which can be seen as forward-thinking. This duality, and the sense of Rhodes Boyson as a paradox, makes the Janus metaphor apposite.  相似文献   

Parenting quality: Confirmation of a higher-order latent construct with mothers of Head Start children     

Laura Hubbs-Tait  Melanie C. Page  Erron L. Huey  Huei-Juang Starost  Anne McDonald Culp  Rex E. Culp  M. Elizabeth Harper 《Early childhood research quarterly》2006,21(4):491-506

We proposed a higher order latent construct of parenting young children, parenting quality. This higher-order latent construct comprises five component constructs: demographic protection, psychological distress, psychosocial maturity, moral and cognitive reflectivity, and parenting attitudes and beliefs. We evaluated this model with data provided by 199 mothers of 4-year-old children enrolled in Head Start. The model was confirmed with only one adjustment suggested by modification indices. Final RMSEA was .05, CFI .96, and NNFI .94, indicating good model fit. Results were interpreted as emphasizing the interdependence of psychological and environmental demands on parenting. Implications of the model for teachers, early interventionists, and public policy are discussed.  相似文献   

Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families   总被引：1，自引：0，他引：1  

Brody GH  Dorsey S  Forehand R  Armistead L 《Child development》2002,73(1):274-286

The unique contributions that parenting processes (high levels of monitoring with a supportive, involved mother-child relationship) and classroom processes (high levels of organization, rule clarity, and student involvement) make to children's self-regulation and adjustment were examined with a sample of 277 single-parent African American families. A multi-informant design involving mothers, teachers, and 7- to 15-year-old children was used. Structural equation modeling indicated that parenting and classroom processes contributed uniquely to children's adjustment through the children's development of self-regulation. Additional analyses suggested that classroom processes can serve a protective-stabilizing function when parenting processes are compromised, and vice versa. Further research is needed to examine processes in both family and school contexts that promote child competence and resilience.  相似文献   

Responses to an interactive science exhibit in a school setting     

Mr. A. Rex Kerrison  Dr. Brian L. Jones 《Research in Science Education》1994,24(1):201-207

Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6 primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported. Specializations: primary mathematics and science education, teaching strategies. Specializations: science education, students' understandings of phenomena in science.  相似文献   

Environmental Education: A comparison between English and Mexican school children     

Laura Barraza  Rex A. Walford 《Environmental Education Research》2002,8(2):171-186

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