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Using data from the nationally representative Head Start Family and Child Experiences Survey (FACES), the relationships between living in a household where a household member had been arrested or incarcerated and conduct problems of preschool children enrolled in Head Start were examined. Children who lived in such households showed more aggressive, hyperactive, and withdrawn behaviors than children who lived in households with no such exposure. These associations remained statistically significant after controlling for other family background characteristics. Parental involvement in Head Start, less use of spanking, and more time spent by the child in Head Start were associated with less problem behaviors. 相似文献
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Eva Thanheiser Dana Olanoff Amy Hillen Ziv Feldman Jennifer M. Tobias Rachael M. Welder 《Journal of Mathematics Teacher Education》2016,19(2-3):123-148
Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of comparing fractions using reasoning and sense-making. By presenting results of their implementation of two tasks with 63 prospective elementary teachers across three institutions and their reflective analysis of the implementation, the authors highlight the importance of collecting and analyzing data and reflecting on this analysis to inform the redesign of tasks. The authors also found that considering different types of tasks (problem solving vs. problem posing) helps illuminate different aspects of prospective elementary teachers' understanding, which can inform task redesign. Finally the authors contribute to the knowledge base on reasoning strategies for comparing fractions and prospective elementary teachers’ knowledge of these strategies. 相似文献
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Uzi Levi Michal Einav Orit Ziv Ilana Raskind Malka Margalit 《European Journal of Psychology of Education - EJPE》2014,29(3):367-386
This study sought to extend the research on adolescents' hope, academic expectations, and average grades. The hope theory (Snyder, Psychological Inquiry 13(4):249–275, 2002), the salutogenic paradigm (with a focus on sense of coherence (SOC) (Antonovsky 1987)), and Bandura's (Journal of Management 38(1):9–44, 2012) social learning theory (with a focus on three self-efficacy (SE) constructs: academic SE, social SE, and emotional SE), were used as an integrated conceptual framework for predicting expected and actual academic performance. The sample consisted of 289 10th grade high school students (152 girls and 137 boys). The structural equation modeling (SEM) analysis provided support for the hypothesized modified model. The results demonstrated that hopeful thinking had a direct effect on grade expectations, which, in turn, predicted academic achievement. In addition, SOC, social SE, emotional SE, and academic SE were interrelated, but only emotional SE and SOC contributed directly to hope. Academic SE predicted effort, which also contributed to hope. Thus, the relations between students' investment of effort and actual grades were predicted indirectly through hopeful thinking and grade expectations. The implications for future research and the field of educational psychology of using hope, SOC, and SE as an integrated conceptual framework for predicting academic outcomes are discussed. 相似文献
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Mirit Hen Maria Ronen Alex Deitch Efrat Barbiro-Michaely Ziv Oren Chaim N. Sukenik Doron Gerber 《Biomicrofluidics》2015,9(5)
Microfluidic-based protein arrays are promising tools for life sciences, with increased sensitivity and specificity. One of the drawbacks of this technology is the need to create fresh surface chemistry for protein immobilization at the beginning of each experiment. In this work, we attempted to include the process of surface functionalization as part of the fabrication of the device, which would substitute the time consuming step of surface functionalization at the beginning of each protein array experiment. To this end, we employed a novel surface modification using self-assembled monolayers (SAMs) to immobilize biomolecules within the channels of a polydimethylsiloxane (PDMS) integrated microfluidic device. As a model, we present a general method for depositing siloxane-anchored SAMs, with 1-undecyl-thioacetate-trichlorosilane (C11TA) on the silica surfaces. The process involved developing PDMS-compatible conditions for both SAM deposition and functional group activation. We successfully demonstrated the ability to produce, within an integrated microfluidic channel, a C11TA monolayer with a covalently conjugated antibody. The antibody could then bind its antigen with a high signal to background ratio. We further demonstrated that the antibody was still active after storage of the device for a week. Integration of the surface chemistry into the device as part of its fabrication process has potential to significantly simplify and shorten many experimental procedures involving microfluidic–based protein arrays. In turn, this will allow for broader dissemination of this important technology. 相似文献
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The Haifa Study of Early Child Care recruited a large-scale sample (N = 758) that represented the full SES spectrum in Israel, to examine the unique contribution of various child-care-related correlates to infant attachment. After controlling for other potential contributing variables--including mother characteristics, mother-child interaction, mother-father relationship, infant characteristics and development, and the environment--this study found that center-care, in and of itself, adversely increased the likelihood of infants developing insecure attachment to their mothers as compared with infants who were either in maternal care, individual nonparental care with a relative, individual nonparental care with a paid caregiver, or family day-care. The results suggest that it is the poor quality of center-care and the high infant-caregiver ratio that accounted for this increased level of attachment insecurity among center-care infants. 相似文献
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Recent research has shown that parents, through conversations during shared book reading, play a pivotal role in promoting children's social cognition, particularly their theory of mind (ToM). This study compared mothers’ mental-state discourse during two kinds of interactions with their children – storybook reading and wordless storybook telling. In both contexts, mothers were familiar with the books’ texts but relied to a different extent on the texts during the mother–child interactions. Participants were 72 Israeli mothers and their 4- to 6-year-old children, from an upper–middle socioeconomic level. Mothers were instructed to read or tell two stories as they normally would. Two books were used, similar in several major characteristics – author, illustrator, characters, story length, and false belief as a central theme. Main findings revealed that mothers referred to mental states in both situations, but during storytelling, mothers elaborated more, referring to characters’ cognitive states and false beliefs, than during storybook reading. Findings suggest that storytelling encourages rich discussions on important sociocognitive elements. Educators and parents should be aware of the contribution of storybook reading and storybook telling to mental-state talk and of the unique potential of storybook telling to encourage conversation on ToM-related topics. 相似文献
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Deborah Golden Ora Aviezer Yair Ziv 《Paedagogica Historica: International Journal of the History of Education》2018,54(3):355-370
This paper focuses on the “Junkyard” (chatzar grutaot) – a unique educational environment and practice developed in kindergartens on the Israeli kibbutz in the 1940s and 1950s, and still in wide use today in kibbutz kindergartens. The Junkyard, consisting of artefacts of the adult world that are no longer in use, is an ever-changing set-up in which children’s free play is encouraged, with minimal rules for use of time, space, objects, and social relations. Anchored in the writings of its two founding educators, as well as in writings of and interviews with its advocates and instructors over the years, this paper shows how the Junkyard drew on widespread ideas about early childhood development and education, at the same time as it responded to local conditions and concerns. The paper argues that a unique conjunction of factors – material and structural, educational and pedagogical, ideological and cultural – facilitated the process by which the Junkyard was inserted relatively smoothly into the kibbutz educational landscape, in lasting ways. 相似文献
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Two studies examined the role of intention in preschoolers' understanding of teaching. Three- to 5-year-olds judged stories in which there was an intention to teach or not (teaching vs. imitation) for 4 different learning outcomes (successful, partial, failed, and unknown). They also judged 2 stories with embedded instructional intent (e.g., guided discovery learning) and several standard theory of mind tasks. There was an age-related change in the understanding of teaching. Five-year-olds distinguished teaching from imitation and recognized guided discovery learning. Understanding of imitation and false belief was related. The findings indicate that theory of mind is relevant to other means of knowledge acquisition besides perceptual access and that understanding intention could help young children to recognize instruction and identify its different forms. 相似文献