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This article presents the design, national standardization, and validation of the Preschool Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 2000). A normative sample (N = 100) of 3‐ to 5–1/2‐year‐olds was configured to the U.S. Census, wherewith factor analyses yielded distinct and reliable dimensions of Competence Motivation, Attention/Persistence, and Attitude Toward Learning. The solution was invariant in an independent national sample (N = 170) and generalizable across child sex, age, ethnicity, and parent education level. Three‐week stability and interobserver agreement were supported with a local Head Start sample (N = 52). Bivariate and canonical correlations demonstrated validity convergence with indices of social skills, divergence from behavior problems, and substantial independence from cognitive ability. Implications and future research are considered. © 2002 Wiley Periodicals, Inc. 相似文献
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The study examined the use of computer-mediated communication (CMC) among individuals involved in a conflict sparked by the appointment of an administrator as president-designate of Gallaudet University in 2006. CMC was defined as forms of communication used for transmitting (sharing) information through networks with digital devices. There were 662 survey respondents. Respondents reported overwhelmingly (98%) that they used CMC to communicate. Students and alumni reported CMC use in larger proportions than any other group. The favorite devices among all respondents were Sidekicks, stationary computers, and laptops. Half of all respondents also reported using some form of video device. Nearly all reported using e-mail; respondents also identified Web surfing, text messaging, and blogging as popular CMC activities. The authors plan another article reporting on computer and electronic technology use as a mechanism connecting collective identity to social movements. 相似文献
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Arthur J. Robins Rodman P. Kabrick Nanette M. Frautschi 《Educational gerontology》2013,39(2-3):111-122
The authors report the planning, implementation, and evaluation of a training program for foster grandparents employed at a residential diagnostic and treatment center for disturbed children and youth. The training needs were assessed by task and performance analysis procedures, including the use of critical incident technique. A scoring procedure derived values for various responses to a set of problem situations presented to each foster grandparent. The training objectives focused on the role of the foster grandparents in helping their charges to develop socially acceptable behavior. A cognitive problem‐solving strategy was taught by use primarily of role‐modeling and role‐playing methods. The effectiveness of training was evaluated by comparing pretraining scores on a problem situation test with posttraining scores. Foster grandparents who had been highly rated by supervisors on an independent criterion improved with training; the others did not. 相似文献
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Leaders such as Thomas Gilbert, Geary Rummier, and Edward Deming have argued that the greatest leverage for solving performance problems lies with solutions targeted at system or environmental factors (those under the control of management) versus individual performer factors. A 12‐item research instrument titled Achieving Productive Performance (APP) was developed based on the six variables that make up Gilbert's human performance model. MBA candidates whoworkfull‐time primarily in middle management positions were asked to make value judgments on strategies for producing productive performance (where value for the performance exceeds the costs), Results support the concept of leverage espoused by Gilbert, Rummier, and Deming. Implications for workplace learning and performance professionals are discussed. 相似文献
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We provide an overview of some of the outstanding papers published in the Journal over the last 25 years within the discipline of psychology. Altogether, almost 300 papers had been published in the Journal under the psychology banner at the start of its silver anniversary year. The greatest contribution of papers has come from the motor control and learning and sport psychology sub-areas, with papers focusing on exercise psychology being a more recent addition. Prominent research themes that have emerged from each of the different sub-areas are reviewed and some notable omissions highlighted. Finally, some issues for sport and exercise psychologists to consider in coming years are briefly highlighted. 相似文献
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From an ecological perspective, this paper presents selective findings based on practitioner action research which is deliberately written in the first person. The focus is the transition from nursery playground to the school playground of 13 nursery children, all 4-years-old. The paper outlines the first 4-week cycle of action of a 13-week intervention programme. The programme aimed at promoting social and emotional development so that the children became more adaptive to challenges in the new context of the school playground. The findings reveal that process and connectivity of the programme promoted a sense of belonging in which the children reciprocally nurtured each other, acknowledged and recognised feelings and formed friendships so that when they started school they became more resilient within the school playground. The findings also highlight areas of vulnerability which need to be addressed concerning school routines and very young children. 相似文献
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Lois A. Yamauchi Seongah Im Nanette S. Schonleber 《Journal of Early Childhood Teacher Education》2013,34(1):54-72
This article describes collaboration between preschool and university educators focused on adapting the Center for Research on Education, Diversity, and Excellence (CREDE) standards for Effective Pedagogy for use in early childhood (EC) settings. The CREDE standards are strategies of best practices for culturally diverse K–12 students. Teachers and teacher educators worked together to adapt the CREDE standards for use with young children. Participants included 13 preschool teachers and 2 administrators serving 2- to 5-years-olds at a university-based EC center. Data sources included participant observations and video-recordings of the teachers' instruction. Criteria for measuring use of the standards were changed to be more developmentally appropriate, including adjustments for language development and a focus on goals that included self-management and social skills. The adapted CREDE EC standards may provide a useful framework for high-quality EC instruction for diverse children. This partnership may have been successful because the project drew on the strengths of both the university and EC collaborators, minimizing the hierarchical relationship that is often experienced in such an arrangement. 相似文献
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Outdoor development programmes are used by mainstream and special educational schools as they contribute to a 'broad and balanced' curriculum emphasising an action approach towards learning. This research looked at the philosophy behind outdoor development and its potential to facilitate social and integration skills for children with special educational needs. Three common outcomes of outdoor development programmes (group cohesion, tension/anxiety levels and physical self-perception) were examined with qualitative and quantitative methodology. 19 subjects were involved who volunteered to go to the outdoor centre for four days. 相似文献