排序方式： 共有5条查询结果，搜索用时 31 毫秒
1
1.
The Home Environments of Children in the United States Part I: Variations by Age, Ethnicity, and Poverty Status 总被引：1，自引：0，他引：1
Robert H. Bradley Robert F. Corwyn Harriette Pipes McAdoo & Cynthia García Coll 《Child development》2001,72(6):1844-1867
Although measures of the home environment have gained wide acceptance in the child development literature, what constitutes the "average" or 'typical" home environment in the United States, and how this differs across ethnic groups and poverty status is not known. Item-level data from the National Longitudinal Survey of Youth on four age-related versions of the Home Observation for Measurement of the Environment-Short Form (HOME-SF) from five biennial assessments (1986-1994) were analyzed for the total sample and for four major ethnic groups: European Americans, Asian Americans, African Americans, and Hispanic Americans. The percentages of homes receiving credit on each item of all four versions of the HOME-SF are described. For the majority of items at all four age levels differences between poor and nonpoor families were noted. Differences were also obtained among African American, European American, and Hispanic American families, but the magnitude of the effect for poverty status was greater than for ethnicity, and usually absorbed most of the ethnic group effects on HOME-SF items. For every item at every age, the effects of poverty were proportional across European American, African American, and Hispanic American groups. 相似文献
2.
The Home Environments of Children in the United States Part II: Relations with Behavioral Development through Age Thirteen 总被引：3，自引：0，他引：3
Robert H. Bradley Robert F. Corwyn Margaret Burchinal Harriette Pipes McAdoo & Cynthia García Coll 《Child development》2001,72(6):1868-1886
This study examined the frequency with which children were exposed to various parental actions, materials, events, and conditions as part of their home environments, and how those exposures related to their well-being. Part 1 focused on variations by age, ethnicity, and poverty status. In Part 2 of the study, relations between major aspects of the home environment (including maternal responsiveness, learning stimulation, and spanking) and developmental outcomes for children from birth through age 13 were investigated. The outcomes examined were early motor and social development, vocabulary development, achievement, and behavior problems. These relations were examined in both poor and nonpoor European American, African American, and Hispanic American families using hierarchical linear modeling. The most consistent relations found were those between learning stimulation and children's developmental status, with relations for parental responsiveness and spanking varying as a function of outcome, age, ethnicity, and poverty status. The evidence indicated slightly stronger relations for younger as compared with older children. 相似文献
3.
Data from the National Longitudinal Survey of Youth (NLSY) were used to examine factors related to the achievement and adjustment of African American children in the early elementary grades. All African American children between the ages of 6 and 9 years for whom data were available in the NLSY were included in this study ( N = 378). Consistent with past research, there was a positive relation between the number of risk factors children were exposed to and the probability that they were experiencing academic or behavioral problems. Favorable outcomes in the cognitive and social-emotional domains (i.e., scoring in the top quartile for this sample) were associated with high scores on an "advantage index." The need for more research on successful African American children is discussed. 相似文献
4.
Christine Johnson McPhail Harriette Scott 《Community College Journal of Research & Practice》2013,37(4-6):362-374
This study examined how graduate students enrolled in a university-based cohort community college leadership doctoral program perceived their leadership development experiences. A total of 50 doctoral students enrolled in the Morgan State University (MSU) doctoral program were surveyed. A separate group of students (20) participated in a focus group. Results indicated that although doctoral students generally reported positive experiences, some students reported that certain factors or characteristics and behaviors of cohort members were not beneficial to the cohort experience. The positive results (structure, instructors, networking, and curriculum) of the cohort experience seem to support the findings of a number of works in the previous research relating to cohort learning environments. The findings further indicated that such factors such as dominant group members, lack of commitment to the cohort, failure to meet group expectations, traditional instructional modalities, and inadequate facilities negatively impacted perceptions of the cohort experience. 相似文献
5.
For river basin management, the reliability of the rating curves mainly depends on the accuracy and time period of the observed discharge and water level data. In the Elbe decision support system （DSS）, the rating curves are combined with the HEC-6 model to investigate the effects of river engineering measures on the Elbe River system. In such situations, the uncertainty originating from the HEC-6 model is of significant importance for the reliability of the rating curves and the corresponding DSS results. This paper proposes a two-step approach to analyze the uncertainty in the rating curves and propagate it into the Elbe DSS： analytic method and Latin Hypercube simulation. Via this approach the uncertainty and sensitivity of model outputs to input parameters are successfully investigated. The results show that the proposed approach is very efficient in investigating the effect of uncertainty and can play an important role in improving decision-making under uncertainty. 相似文献
1