Emotion discourse, social cognition, and social skills in children with and without developmental delays     

Fenning RM  Baker BL  Juvonen J 《Child development》2011,82(2):717-731

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed.  相似文献   

Maternal employment, work schedules, and children's body mass index     

Morrissey TW  Dunifon RE  Kalil A 《Child development》2011,82(1):66-81

Previous work has shown that mothers' employment is associated with increases in children's body mass index (BMI), a measure of weight for height. Nonstandard work (working evenings or nights, weekends, or an irregular shift) may also be associated with children's BMI. This article examines the association between maternal work and children's BMI and considers the influence of mothers' nonstandard work schedules. Using data from school-age children (approximately 8 to 12 years) in the NICHD's Study of Early Child Care and Youth Development (N = 990), this study found that an increase in the total time a mother is employed is associated with an increase in her child's BMI; additionally, the association between maternal employment and children's weight is much stronger at 6th grade relative to younger ages. There was no evidence that maternal or home characteristics or children's time use mediated these associations, nor was there any evidence that nonstandard work was associated with children's BMI. Implications for policy and future research are discussed.  相似文献   

Adolescents' development of skills for agency in youth programs: learning to think strategically     

Larson RW  Angus RM 《Child development》2011,82(1):277-294

This research examines how youth in arts and leadership programs develop skills for organizing actions over time to achieve goals. Ethnically diverse youth (ages 13-21) in 11 high-quality urban and rural programs were interviewed as they carried out projects. Qualitative analyses of 712 interviews with 108 youth yielded preliminary grounded theory about youth's development of strategic thinking, defined as use of dynamic systems reasoning to anticipate real-word scenarios and plan work. Strategic thinking appeared to develop through youth's creative engagement with tactical challenges in the work and feedback from the work's outcomes. Program advisors supported this development by giving youth control and by providing nondirective assistance when needed.  相似文献   

The Pell and the Poor: A Regression-Discontinuity Analysis of On-Time College Enrollment     

Rachel B. Rubin 《Research in higher education》2011,52(7):675-692

In this study, I capitalize on a natural experiment to examine the effect of federal Pell Grant eligibility on college enrollment for students who graduated from high school in spring 2004 and who completed the Free Application for Federal Student Aid (FAFSA). Data from the Education Longitudinal Study of 2002 are used to array students on the continuous Expected Family Contribution (EFC) variable, attained from the FAFSA, and divide them into two categories—those with an EFC at or below the federally designated amount for Pell eligibility, and those above. This regression-discontinuity approach allows me to measure whether students who vary regarding their Pell Grant eligibility, but who have essentially identical family incomes, differ in their college enrollment rates. I find no effect. While confirming prior studies examining the impact of the Pell Grant on college enrollment for traditional students, this finding remains inconsistent with findings on other need-based grants. This result suggests that the minimum Pell Grant amount, currently less than 10% of an average college’s tuition and fees, may be insufficient.  相似文献   

A review of the acculturation experiences of international students     

Rachel A. Smith  Nigar G. Khawaja 《Int J Intercult Relat》2011,35(6):699-713

Universities in Western countries host a substantial number of international students. These students bring a range of benefits to the host country and in return the students gain higher education. However, the choice to study overseas in Western countries may present many challenges for the international student including the experience of acculturative stress and difficulties with adjustment to the environment of the host country. The present paper provides a review of current acculturation models as applied to international students. Given that these models have typically been empirically tested on migrant and refugee populations only, the review aims to determine the extent to which these models characterise the acculturation experience of international students. Literature pertaining to salient variables from acculturation models was explored including acculturative stressors encountered frequently by international students (e.g., language barriers, educational difficulties, loneliness, discrimination, and practical problems associated with changing environments). Further discussed was the subsequent impact of social support and coping strategies on acculturative stress experienced by international students, and the psychological and sociocultural adaptation of this student group. This review found that the international student literature provides support for some aspects of the acculturation models discussed; however, further investigation of these models is needed to determine their accuracy in describing the acculturation of international students. Additionally, prominent acculturation models portray the host society as an important factor influencing international students’ acculturation, which suggests the need for future intervention.  相似文献   

Best Practices for Preschool Music Education: Supporting Music-Making Throughout the Day     

Barrett  Jentry S.  Schachter  Rachel E.  Gilbert  Danni  Fuerst  Mathew 《Early Childhood Education Journal》2022,50(3):385-397

Early Childhood Education Journal - Active engagement in music has numerous academic and social benefits for young children and music-making is included in many early childhood standards and...  相似文献   

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability     

Rachel Sermier Dessemontet  Diane Morin  Anne G. Crocker 《International Journal of Disability, Development & Education》2014,61(1):16-26

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.  相似文献   

Measures used in assessing outcomes of school‐wide positive behaviour support     

Rachel C. Brandt  Morgan Chitiyo  Michael E. May 《Journal of Research in Special Educational Needs》2014,14(4):229-238

School‐Wide Positive Behaviour Support (SWPBS) is increasingly becoming a popular approach to managing challenging behaviour in schools. However, several issues still have to be addressed facilitate successful implementation of this approach in schools. One of these issues pertains to the appropriateness of the different measures used to determine the efficacy of the approach. Because many schools are using indirect measures to assess the effects of SWPBS implementation, determining which measures more accurately reflect the effectiveness of the SWPBS components may increase the effectiveness of school measurement systems. The purpose of this study was to examine the measures used in evaluating the efficacy of positive behaviour support. The paper discusses the strengths and weaknesses of outcome measures regarding problem behaviour, prosocial behaviour, and implementation fidelity.  相似文献   

A Behind‐the‐Scenes Guide to School‐Based Research     

Benjamin D. Plummer  Brian M. Galla  Amy S. Finn  Sarah D. Patrick  David Meketon  Julia Leonard  Calvin Goetz  Elizabeth Fernandez‐Vina  Sara Bartolino  Rachel E. White  Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.  相似文献   

Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion     

Debra L. Linton  Wiline M. Pangle  Kevin H. Wyatt  Karli N. Powell  Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.  相似文献