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

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Two worlds,one site: leading practices and transitions to school     

Tess Boyle  Jane Wilkinson 《Journal of educational administration and history》2018,50(4):325-342

ABSTRACT

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities.  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   

Exploratory assessments of child abuse: Children's responses to interviewer's questions across multiple interview sessions     

Tess Patterson  Margaret-Ellen Pipe 《Child abuse & neglect》2009,33(8):490-504

ObjectiveThe present study extends field research on interviews with young children suspected of having been abused by examining multiple assessment interviews designed to be inquisitory and exploratory, rather than formal evidential or forensic interviews.MethodsSixty-six interviews with 24 children between the ages of 3 and 6 years who were undergoing an assessment for suspected child abuse were examined. Each child was interviewed 2, 3, or 4 times. The interviewer's questions were categorized in terms of openness (open, closed or choice), in terms of the degree of interviewer input (free recall, direct, leading, suggestive), and for topic (whether the question was abuse-specific or nonabuse-related). Children's on-task responses were coded for amount of information (number of clauses) reported in relation to each question type and topic, and off-task responses were categorized as either ignoring the question or a diverted response.ResultsChildren provided a response to most questions, independent of question type or topic and typically responded with one or two simple clauses. Some children disclosed abuse in response to open-ended questions; generally, however, failure to respond to a question was more likely for abuse-specific than for nonabuse-related questions.ConclusionThe findings are discussed in terms of the growing literature on interviewing children about suspected abuse, particularly in interviews conducted over multiple sessions.Practice implicationsAssessment of suspected child abuse may involve more than a single investigative interview. Research examining children's responses to questioning over multiple interviews (or single interviews conducted over multiple sessions) is necessary for the development of best practise guidelines for the assessment of abuse.  相似文献   

Formative computer‐based assessment in higher education: the effectiveness of feedback in supporting student learning     

Tess Miller 《Assessment & Evaluation in Higher Education》2009,34(2):181-192

A formative computer‐based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen’s University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self‐regulated learning environment whereby feedback on the CBA was used to support rather than measure student learning. The four types of feedback embedded in the CBA included: (a) directing students to a resource, (b) rephrasing a question, (c) providing additional information and (d) providing the correct answer. Although students originally reported positive experiences with the formative CBA, two follow‐up surveys revealed that they found the four types of feedback to be moderately effective in supporting their learning.  相似文献