The Earlier the Better? Pausing for Thought …     

Barbara Maughan  Edward D. Barker 《Child development》2019,90(1):20-24

Is earlier intervention always superior? Using two complementary forms of meta-analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought.  相似文献   

Families Created by Egg Donation: Parent–Child Relationship Quality in Infancy     

Susan Imrie  Vasanti Jadva  Simon Fishel  Susan Golombok 《Child development》2019,90(4):1333-1349

Increasing numbers of children are being born through egg donation and thus do not share a genetic relationship with their mother. Parent–infant relationship quality was examined in 85 egg donation families and a comparison group of 65 in vitro fertilization families (infant M = 11 months). Standardized interview and observational measures were used to assess mother–infant and father–infant relationship quality at the representational and behavioral levels. Few differences were found between family types in parents’ representations of the parent–infant relationship. Differences were found between family types in the observational assessment of mother–infant relationship quality, indicating less optimal interactions in egg donation families. Findings suggest that egg donation families function well in infancy overall, but there may be subtle yet meaningful differences in mother–infant interaction quality.  相似文献   

Children's Developing Descriptions and Judgments of Pretending     

David M. Sobel  Susan M. Letourneau 《Child development》2019,90(5):1817-1831

Two studies investigated 4- to 7-year-olds’ knowledge about pretending. In Study 1, children (N = 66) defined pretending and described examples of own and others’ pretending. In Study 2, children (N = 52) defined pretending and then completed a battery of measures that examined their understanding that pretending involved mental states. In Study 1, older children articulated more defining features of pretending than younger children. When describing how they or others pretended, children focused on action or appearance, regardless of whether they had included more defining features in their definitions of pretending. In Study 2, the more defining features children articulated, the better their performance on the battery. We discuss the implications of these data for the role of pretending in children's developing theory of mind.  相似文献   

The Arts and Open‐Mindedness     

Susan Verducci 《Educational theory》2019,69(4):491-505

Open‐mindedness is typically considered an intellectual virtue that brings humans into (closer) contact with reality and its complexities. In this essay, Susan Verducci expands the ways we typically think of cultivating open‐mindedness in classrooms to include the practice of engagement with the visual and performing arts. Working with the arts allows students and teachers to perceive and embody realities they would not normally experience. Specifically, the arts enable the drawing forth and exploration of multiple and subjective interpretations; the arts can therefore be uniquely productive in opening minds by helping one negotiate human perceptual constraints, by providing opportunities to enter standpoints other than one's own, and by encouraging the practice of living with uncertainty and ambiguity.  相似文献   

Validating the Emotion-Focused Interactions Scale for teacher–student interactions     

Cipriano  Christina  Barnes  Tia Navelene  Kolev  Lyubo  Rivers  Susan  Brackett  Marc 《Learning Environments Research》2019,22(1):1-12

Learning Environments Research - Teacher–student interactions contribute to the quality of the classroom environment. Although numerous measures of these interactions exist, few target the...  相似文献   

Letters to the editor     

Alex L. Savitz  Kyle R. Carter Ph.D.  Susan Kontos Ph.D.  Dorothy Dodd Ed.D. 《Roeper Review》2013,35(3)

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Teachers’ Learning Journeys: The Quality Learning Circle as a Model of Professional Development     

Susan Lovett  Alison Gilmore 《School Effectiveness & School Improvement》2013,24(2):189-211

Worldwide, teachers struggle to keep pace with demands for learning. Educational reforms mandated at a national level require teachers to reconsider their teaching, curriculum and assessment philosophies and practices. This reliance on national policy initiatives increases teachers’ dependence on others knowing what their learning needs might be. Such dependence creates problems for sustained learning because teachers are not encouraged to help themselves. This article introduces an alternative approach to professional development, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet both local needs alongside national agendas.  相似文献   

McAlpine Lynn and Cheryl Amundsen (Eds.) (2011) Doctoral Education: Research‐Based Strategies for Doctoral Students,Supervisors and Administrators. London: Springer. 226 pp. ISBN 978‐94‐007‐05067; £103.50. e‐ISBN 978‐94‐007‐0507‐4; £71.00.     

Susan Carter 《Higher Education Quarterly》2013,67(4):438-440

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Book review     

Susan Peters 《International Studies in Sociology of Education》2013,23(1):101-104

The following book is reviewed.Disability, politics and the struggle for change Len barton 'Ed.', 2001 London: David Fulton Publishers 184 pp., ISBN 1 85346 809 6 £21.00  相似文献   

Ethics at home: informed consent in your own backyard     

Susan Malone 《International journal of qualitative studies in education》2013,26(6):797-815

Keying off of a “fully informed consent letter” that consists of the text of her original letter to participants interspersed with insights gained after‐the‐fact, the author explores ethical and institutional power issues that arose as she conducted a qualitative research study in her home institution – her own “backyard” – and offers a critical examination of the concept of “informed consent,” calling for a radical revision of the standard notions of research ethics that blur ethical sensibilities.  相似文献