Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Asking the ‘Right’ Questions. Identifying Issues in Developing a Technological Solution     

France  Bev  Davies  Janet 《Research in Science Education》2001,31(1):137-153

It is well established that technological education is not just about the development of technical expertise. A socially constructed view of technology aims to recognise the culture of technology. Technology education as expressed in the New Zealand curriculum provides an opportunity for societal issues to have equal space with technological capability and technological knowledge. However, when technological activities focus on solutions it is all too easy for stakeholders' positions to be ignored. There is a need for a teaching approach to engage in a liberating technological literacy discourse where values and beliefs of all participants directly and indirectly involved in the activity, are examined. This research monitored a professional development programme where identification of the values represented in a familiar object provided a model for discussion and the development of a teaching environment that promoted consideration of values during problem-solving. The data have been collected from primary school teachers who developed teaching programmes for Years 1 to 8 (5–12 years).  相似文献   

Longitudinal assessment of progress in reasoning capacity and relation with self-estimation of knowledge base     

Anne Collard  France Mélot  Jean-Pierre Bourguignon 《Assessment & Evaluation in Higher Education》2015,40(1):74-88

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning curriculum. The scores in multidisciplinary discussion of a clinical case and multiple choice questionnaires (MCQs) were studied longitudinally for 213 students from years 2 to 5. The capacity of core knowledge delimitation was calculated as the difference between the levels of average ascertainment degrees given for correct and incorrect answers at MCQ. For both multidisciplinary discussion of a clinical case evaluation and self-estimation of core knowledge, the capacity increases throughout the curriculum. The reasoning capacity assessed through multidisciplinary discussion of a clinical case is positively correlated with MCQ scores and the capacity to discriminate the mastered core knowledge. In conclusion, this study indicates that self-estimation of core knowledge is associated with an increase in reasoning performance through a well-organised knowledge base. Since that ability is related to success or failure, it is suggested that student awareness about delimitation of mastered core knowledge is considered as part of learning.  相似文献   

Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews     

Kadriye Ercikan  Rubab Arim  Danielle Law  Jose Domene  France Gagnon  Serge Lacroix 《Educational Measurement》2010,29(2):24-35

This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning (DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence from examinee thinking processes in the English and French versions of a Canadian national assessment. In this research, the TAPs confirmed sources of DIF identified by expert reviews for 10 out of 20 DIF items. The moderate agreement between TAPs and expert reviews indicates that evidence from expert reviews cannot be considered sufficient in deciding whether DIF items are biased and such judgments need to include evidence from examinee thinking processes.  相似文献   

An experimental study evaluating professional development activities within a state funded pre-kindergarten program     

Susan H. Landry  Paul R. Swank  Jason L. Anthony  Michael A. Assel 《Reading and writing》2011,24(8):971-1010

This paper describes the implementation and evaluation for scaling up a comprehensive early childhood teacher professional development program into 11 communities across 2 years with funding through state legislative actions. The comprehensive program had four major components based on results from a previous multi-condition random assignment study across four states. The previous results demonstrated that the most optimum approach for supporting children??s school readiness included: (1) teacher on-line professional development with facilitation, (2) classroom mentoring, (3) implementation of a research-based curriculum, and (4) technology-driven progress monitoring that informed instruction. The comprehensive professional development program was evaluated in a new state program designed to bring childcare, Head Start, and public school pre-kindergarten together into integrated partnerships. In Year 1, 220 teachers serving 3834 children were randomly assigned to either receive the comprehensive program or not. Teachers who served as controls in Year 1 received the program in Year 2, and those who received the program in Year 1 participated for an additional year in Year 2, allowing for examination of the effects of one versus 2 years of participation. The program improved teachers instructional practices relative to controls, and a second year of participation resulted in greater gains in children??s language and literacy. Results support the need for well-integrated, comprehensive professional development for early childhood educators.  相似文献   

Label-free microfluidic characterization of temperature-dependent biomolecular interactions     

Nguyen T  Pei R  Landry DW  Stojanovic MN  Lin Q 《Biomicrofluidics》2011,5(3):34118-341187

We present a microfluidic approach to characterizing temperature-dependent biomolecular interactions. Solvated L-arginine vasopressin (AVP) and its immobilized RNA aptamer (spiegelmer) were allowed to achieve equilibrium binding in a microchip at a series of selected temperatures. Unbound AVP were collected and analyzed with matrix-assisted laser desorption∕ionization mass spectrometry (MALDI-MS), yielding melting curves that reveal highly temperature-dependent zones in which affinity binding (36–45 °C) or dissociation (25–33 °C and 50–65 °C) occurs. Additionally, temperature-dependent binding isotherms were constructed; from these, thermodynamic quantities involved in binding were extracted. The results illustrated a strong change in heat capacity of interaction for this system, suggesting a considerable thermodynamic influence controlling vasopressin-spiegelmer interaction.  相似文献   

Domestic Settings. Sources on Domestic Architecture and Day-to-Day Activities in the Crusader States     

John France 《Al-Masaq: Islam & the Medieval Mediterranean》2011,23(1):70-71

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Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading     

Jason L. Anthony  Jeffrey M. Williams  Zhoe Zhang  Susan H. Landry  Martha J. Dunkelberger 《Early education and development》2014,25(4):493-514

Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81–2.51, .05 < ps < .01) and print knowledge (t = 2.39, p < .01). Practice or Policy: Thus, parent training in shared reading practices appears to be necessary for children to benefit from programs that enrich the home literacy environment. That the combined program particularly benefited children who started preschool lagging behind in school readiness (ts = 1.64–2.49, ps < .05) suggests that this comprehensive model offers hope for closing the achievement gap.  相似文献   

Security of tenure     

P. R. France 《Higher Education Quarterly》1971,25(4):456-470

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The Impact of GEAR UP on College Readiness for Students in Low Income Schools     

Jennifer Merriman Bausmith  Megan France 《Journal of Education for Students Placed at Risk》2013,18(4):234-246

The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year grants to states and district partnerships to provide services at high-poverty middle and high schools. Specifically, this study sought to evaluate whether 173 schools that participated in GEAR UP showed increases in the percentages of students who were prepared to enter and succeed in postsecondary education, as compared to students from similar, non-GEAR UP schools. Seven years (2003–2009) of matched cohort data were compiled to include all regular (e.g., nonspecial education) high schools with grade 12 enrollment as documented by the National Center for Educational Statistics. Participation in and performance on three College Board assessments that measure college readiness at the high school level (SAT, PSAT/NMSQT, and AP) as well as percent free/reduced-price lunch were used to identify comparable schools. Results showed that, overall, the GEAR UP program showed positive evidence of improving college readiness outcomes for low income students using a variety of college readiness measures.  相似文献