Gender Differences in Children's Normative Beliefs about Aggression: How Do I Hurt Thee? Let Me Count the Ways   总被引：3，自引：1，他引：3  

Nicki R. Crick  Maureen A. Bigbee  Cynthia Howes 《Child development》1996,67(3):1003-1014

This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent to harm (Study 2). Results of Study 1 ( n = 459, 9–12-year-olds) indicated that relational aggression was the most frequently cited angry behavior for girls' interactions whereas physical aggression was the most frequently cited angry behavior for boys' interactions. Results of Study 2 ( n = 60, 9–11-year-olds) demonstrated that relational aggression and verbal insults were the most frequently cited harmful behaviors for girls whereas physical aggression and verbal insults were the most frequently cited harmful behaviors for boys. These studies provide the first evidence that children view relationally manipulative acts (relational aggression) as angry, harmful behaviors (i.e., as "aggressive").  相似文献   

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

Making sense of the development of inclusive practices     

Mel Ainscow  Andy Howes  Peter Farrell  Jo Frankham 《欧洲特需教育杂志》2013,28(2):227-242

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.  相似文献   

The Preschool Instructional Context and Child–Teacher Relationships     

Carollee Howes  Allison Sidle Fuligni  Sandra Soliday Hong  Yiching D. Huang  Sandraluz Lara-Cinisomo 《Early education and development》2013,24(3):273-291

Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict child–teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional context included the classroom instructional climate and teacher instructional strategies with individual children. Measures of child–teacher relationships included both observed and teacher-perceived child–teacher relationship quality. Our findings suggest that aspects of classroom instructional context do influence child–teacher relationships. Children are more likely to have secure, positive relationships with teachers who are more skilled at setting up appropriate classroom environments and giving children high-quality feedback to stretch their emerging knowledge and skills. Practice or Policy: These data provide preliminary support for the notion that high-quality early education can and should develop children's academic skills in a context that is deeply rooted in positive and supportive social interactions.  相似文献   

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions     

Teressa C. Sumrall  Catherine Scott-Little  Karen M. La Paro  Robert C. Pianta  Margaret Burchinal  Bridget Hamre  Jason Downer  Carollee Howes 《Early Childhood Education Journal》2017,45(6):821-830

  相似文献   

Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship   总被引：1，自引：0，他引：1  

Carollee Howes  Claire E. Hamilton  Catherine C. Matheson 《Child development》1994,65(1):253-263

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.  相似文献   

Does training make a difference to quality in family child care?     

Susan Kontos  Carollee Howes  Ellen Galinsky 《Early childhood research quarterly》1996,11(4):427-445

The purpose of this study was to determine which family child care providers seek training, which providers drop out of training, and the effects of training on the quality of care offered by providers. One-hundred thirty family child care providers in three communities who enrolled in Family-to-Family training participated in the study. A comparison group consisted of 112 regulated providers in those same communities who were not involved in the training program under investigation. Each provider was observed for 3 hrs, was interviewed, and completed questionnaires. Providers in training were observed prior to training and 6 months afterwards. Results revealed that providers who sought training were very similar to typical regulated providers. Providers who dropped out of training were less experienced and used fewer business and safety practices than providers who completed it. Training increased global quality in two out of three sites, but did not affect process quality. Of 95 providers, 18 made observable (as opposed to statistically significant) improvements in quality following training, and 9 decreased in quality. These data are interpreted with respect to family child care training policies and practices.  相似文献   

Family and social risk,and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes     

Rashmita S. Mistry  Aprile D. Benner  Jeremy C. Biesanz  Shaunna L. Clark  Carollee Howes 《Early childhood research quarterly》2010

Using data from the National Early Head Start (EHS) Research and Evaluation Project (N = 1851), the current study examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's prekindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these associations were mediated through two sets of family processes–responsive parenting practices and the provision of language stimulation and literacy practices. Structural equation modeling results highlight the significance of the timing of children's experience of risk in predicting school readiness competencies. Risk exposure during infancy was observed to be most detrimental for children's school readiness skills and was partially mediated by risk exposure during the preschool years and family processes, assessed during toddlerhood and the preschool years. Moderation analyses revealed no difference in the strength of relationships among the study variables by EHS assignment or by race/ethnicity.  相似文献   

Editorial     

Raymond F. Howes 《Quarterly Journal of Speech》2013,99(1):80-85

THE INDEPENDENT STUDY PROGRAM IN THE UNITED STATES, A REPORT ON AN UNDERGRADUATE INSTRUCTIONAL METHOD. By Robert Bonthius, F. James Davis, J. Garber Drushal, in Collaboration with Frances V. Guille and Warren P. Spencer. New York: Columbia University Press, 1957; pp. xxi+259. $4–50.

THE CHALLENGE OF SOVIET EDUCATION. By George S. Counts. New York: McGraw‐Hill, 1957; pp. xii+330. $6.00.

A FOURTH OF A NATION. By Paul Woodring. New York: McGraw‐Hill, 1957; pp. vii+255. $4.50.

A DICTIONARY OF CONTEMPORARY AMERICAN USAGE. By Bergen Evans and Cornelia Evans. New York: Random House, 1957; pp. viii+567. $5.95.

JOSEPH GLANVILL, ANGLICAN APOLOGIST. By Jackson I. Cope. St. Louis: Washington University Studies, 1956; pp. 179. $3.75.

GRIECHISCH‐RÖMISCHE RHETORIK 1915–1925. By Georg Lehnert. Jahresbericht über die Fortschritte der klassischen Altertums‐wissenschaft, Vol. 285 (1944–1955), pp. 5–198. Göttingen: Vandenhoeck &; Ruprecht, 1956. [$10.72.]

PATRICK HENRY, PATRIOT IN THE MAKING. By Robert D. Meade. (Virginia Edition.) Philadelphia: J. B. Lippincott, 1957; pp. x+431. Illustrated. $7.50.

WOODROW WILSON AND THE WORLD TODAY. Edited by Arthur P. Dudden. Philadelphia: University of Pennsylvania Press, 1957; pp. x+96. $3.75.

WILSON'S FOREIGN POLICY IN PERSPECTIVE. Edited by Edward H. Buehrig. Bloomington: Indiana University Press, 1957; pp. 176. $4.50.

WOODROW WILSON. By Silas Bent McKinley. New York: Frederick A. Praeger, 1957; pp. 284. $4.50.

THE DEMOCRATIC ROOSEVELT: A BIOGRAPHY OF FRANKLIN D. ROOSEVELT. By Rexford G. Tugwell. New York: Double‐day, 1957; pp. 712. $8.50.

GROUP DISCUSSION PROCESSES. By John W. Keltner. New York: Longmans, Green, 1957; pp. x+373. 14.50.

THE AGE OF TELEVISION. By Leo Bogart. New York: Ungar, 1956; pp. xii+348. $6.50.

BRITISH RADIO DRAMA 1922–56. A Survey by Val Gielgud with a Foreword by Sir William Haley, K.C.M.G. London: Harrap, 1957; pp. 207, 15/.

TRAGEDY. By William G. McCollom. New York: Macmillan, 1957; pp. ix+254. $5.00.

ON THE DESIGN OF SHAKESPEARIAN TRAGEDY. By Harold S. Wilson. Toronto: University of Toronto Press, 1957; pp. 256. $5.00.

ENGLISH SENTIMENTAL DRAMA. By Arthur Sherbo. East Lansing, Michigan: Michigan State University Press, 1957; pp. viii+181. $4.50.

THE IRRESISTIBLE THEATRE. By W. Bridges‐Adams. Cleveland and New York: World, 1957; pp. xiv+446. $6.00.

THE VARIORUM EDITION OF THE POEMS OF W. B. YEATS. Edited by Peter Allt and Russell K. Alspach. New York: Macmillan, 1957; pp. xxxvi+884. $18.50.  相似文献   

Editorial     

Raymond F. Howes 《Quarterly Journal of Speech》2013,99(2):229-230

THE HAMLET OF EDWIN BOOTH. By Charles H. Shattuck. Urbana: University of Illinois Press, 1969; pp. xxvii+321. $10.95.

CHARLES KEMBLE, MAN OF THE THEATRE. By Jane Williamson. Lincoln: University of Nebraska Press, 1970; pp. x+267. $7.95.

THE BLACK TEACHER AND THE DRAMATIC ARTS: A DIALOGUE, BIBLIOGRAPHY, AND ANTHOLOGY. Edited by William R. Reardon and Thomas D. Pawley. Westport, Conn.: Negro Universities Press, 1970; pp. xviii+487. $13.50.

A DICTIONARY OF AFRO‐AMERICAN SLANG. Edited by Clarence Major. New York: International Publishers, 1970; pp. 128. .$5.95; paper $1.95.

ADLAI STEVENSON: PATRICIAN AMONG THE POLITICIANS. By Bert Cochran. New York: Funk &; Wagnalls, 1969; pp. 424. $10.00.

THE POLITICIANS 1945–1960. By Booth Mooney. Philadelphia and New York: J. B. Lippincott, 1970; pp. 368. $7.95.

MOMENTS IN THE RHETORIC OF THE COLD WAR. By Wayne Brockriede and Robert L. Scott. New York: Random House, 1970; pp. 130. Paper $2.50.

THE PENTAGON PROPAGANDA MACHINE. By Sen. J. W. Fulbright. New York: Liveright Publishing Corp., 1970; pp. vii+166. $4.95.

MASS COMMUNICATIONS AND AMERICAN EMPIRE. By Herbert I. Schiller. New York: Augustus M. Kelley, 1969; pp. x+170. $9.00.

MASS MEDIA IN THE SOVIET UNION. By Mark W. Hopkins. New York: Pegasus, 1970; pp. xviii+366. $8.95.

THE IMAGE EMPIRE: A History of Broadcasting in the United States, Volume III, from 1953. Erik Barnouw. New York: Oxford University Press, 1970; pp. 396. $9.75.

THE GLASS TEAT. By Harlan Ellison. New York: Ace Books, 1970; pp. 318. Paper $1.25.

CULTURE IS OUR BUSINESS. By Marshall McLuhan. New York: McGraw‐Hill, 1970; pp. 336. $10.00.

THE ACQUISITION OF LANGUAGE: THE STUDY OF DEVELOPMENTAL PSYCHO‐LINGUISTICS. By David McNeill. New York: Harper and Row, 1970; pp. viii+183. $6.95.

LANGUAGE DEVELOPMENT: FORM AND FUNCTION IN EMERGING GRAMMARS. By Lois Bloom. Cambridge: M. I. T. Press, 1970; pp. xiv+270. $8.95.

THE DEVELOPMENT OF ORAL COMMUNICATION IN THE CLASSROOM. By Gerald M. Phillips, Robert Dunham, Robert Brubaker, and David Butt. Indianapolis: Bobbs‐Merrill, 1970; pp. xiii+204. $6.50.

CLINICAL SPEECH IN THE SCHOOLS: ORGANIZATION AND MANAGEMENT. Edited by Rolland J. Van Hattum: Springfield, Ill.: Charles C Thomas, 1969; pp. xiv+381. $12.50.

STUTTERING: LEARNED AND UNLEARNED. By Frank J. Falck. Springfield, Ill.: Charles C Thomas, 1969; pp. 160. $7.75.

THE IDEA OF A PARTY SYSTEM: THE RISE OF LEGITIMATE OPPOSITION IN THE UNITED STATES, 1780–1840. By Richard Hofstadter. Berkeley and Los Angeles: University of California Press, 1969; pp. xiii+280. $7.50; paper $2.45.

THE PULPIT OF THE AMERICAN REVOLUTION: POLITICAL SERMONS OF THE PERIOD OF 1776. Edited by John Wingate Thornton. New York: Da Capo Press, 1970; pp. 537. $19.50 [first published 1860].

THE ART OF THE AMERICAN FOLK PREACHER. By Bruce A. Rosenberg. New York: Oxford University Press, 1970; pp. xii+ 265. $8.50.

THE YOUNGER PITT: THE YEARS OF ACCLAIM. By John Ehrman. New York: E. P. Dutton, 1969; pp. xv+710. $14.95.

MYTH AND REALITY IN LATE‐EIGHTEENTH‐CENTURY BRITISH POLITICS AND OTHER PAPERS. By Ian R. Christie. London: Macmillan, 1970; pp. 383. £5.

CICERO: EIN BIOGRAPHISCHER VERSUCH. By Matthias Gelzer. Wiesbaden: Franz Steiner Verlag, 1969; pp. x+426. DM 32.‐.

CICERO ON ORATORY AND ORATORS. Translated or Edited by J. S. Watson. Introduction by Ralph A. Micken. Foreword by David Potter. Carbondale: Southern Illinois University Press, 1970; pp. li+379. $8.50.

OF ELOQUENCE. Studies in Ancient and Medieval Rhetoric. By Harry Caplan. Edited with an Introduction by Anne King and Helen North. Ithaca, N. Y.: Cornell University Press, 1970; pp. 289. $8.50.

LANGUAGE IS SERMONIC: RICHARD M. WEAVER ON THE NATURE OF RHETORIC. Edited by Richard L. Johannesen, Rennard Strickland, and Ralph T. Eubanks. Baton Rouge: Louisiana State University Press, 1970; pp. vii+230. $6.95.

VON DEUTSCHER REDE (Of German Speech). By Walter Jens. Munich, Germany: E. Piper, 1969; pp. 217+bibliography. $3.50.

UNDERSTANDING DISCOURSE: THE SPEECH ACT AND RHETORICAL ACTION. By Karl R. Wallace. Baton Rouge: Louisiana State University Press, 1970; pp. xi+150. $6.50.

STUDIES IN MACHIAVELLIANISM. By Richard Christie and Florence L. Geis. New York: Academic Press, 1970; pp. xii+415. $12.50.

THE WORLD'S BEST ORATIONS. Edited by David J. Brewer. (Reprint) Metuchen, N. J.: Scarecrow Press, 1970. 2 vols. $84.50.

AUSTRALIA SPEAKS: AN ANTHOLOGY OF AUSTRALIAN SPEECHES. Edited by A. L. McLeod. Sydney: Wentworth Press, 1969; pp. 213. Paper $5.00.

REPRESENTATIVE AMERICAN SPEECHES: 1969–1970. Edited by Lester Thonssen. New York: H. W. Wilson, 1970; pp. 208. $4.50.

METHODS OF RESEARCH IN COMMUNICATION: Edited by Philip Emmert and William D. Brooks. Boston: Houghton Mifflin, 1970; pp. ix+517. $8.95.

OF HUMAN INTERACTION. By Joseph Luft. Palo Alto, Calif.: National Press Books, 1969; pp. 177. $4.95.

FUNDAMENTALS OF INTERPERSONAL COMMUNICATION. By Kim Giffin and Bobby R. Patton. New York: Harper and Row, 1971; pp. xii+229. $6.50.

BASIC READINGS IN INTERPERSONAL COMMUNICATION. Edited by Kim Giffin and Bobby R. Patton. New York: Harper and Row, 1971; pp. xi+441. Paper $4.95.

INTERPERSONAL COMMUNICATION: A CROSS‐DISCIPLINARY APPROACH. By Arthur Solomon. Springfield, Ill.: Charles C Thomas, 1970; pp. vii+109. $8.50.

“SPEECH COMMUNICATION IN THE SECONDARY SCHOOL,” The Bulletin of the National Association of Secondary School Principals. Edited by Stanley M. Elam and Waldo W. Braden. Washington, D. C.: December, 1970; pp. iii+148. Paper $2.00.

MODERN DEBATE CASE TECHNIQUES. By Donald R. Terry, with James M. Copeland, Philip Emmert, Clark D. Kimball, Allan J. Lichtman, and Daniel M. Rohrer. Skokie, Ill.: National Textbook Company, 1970; pp. ix+ 107. Paper $3.00.  相似文献