“Doing What I can,but I got no Magic Wand:” A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic     

Crawford  April  Vaughn  Kelly A.  Guttentag  Cathy L.  Varghese  Cheryl  Oh  Yoonkyung  Zucker  Tricia A. 《Early Childhood Education Journal》2021,49(5):829-840

Early Childhood Education Journal - The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators...  相似文献   

Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children     

Sharon Vaughn  Rebecca Zumeta  Jeanne Wanzek  Bryan Cook  Janette K. Klingner 《Learning disabilities research & practice》2014,29(3):90-92

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The Experimental Psychology of Competition     

James Vaughn  Charles M. Diserens 《Journal of Experimental Education》2013,81(1):76-97

Effects of advance organizer (AO) lessons, presenting high-order math concepts related to set building, matching within and between sets, and counting objects within sets-compared to a traditional preschool presentation of similar math learning materials, where initial information was at the same level of generality as subsequent learning materials-were evaluated for a sample of 36 rural four- to five-year-old children. A pretest-posttest assessment indicated a significant sequential transfer effect from the AO lessons.  相似文献   

Stress and the American black woman: Analysis of research     

Doris C. Vaughn 《International journal for the advancement of counseling》1986,9(4):341-350

This study obtained information on causes of stress and its relationship to the performance of the American working woman in the classroom and on the job. In order to implement the study, a questionnaire which included categories of personal information, job-related information, educational information and symptoms of stress information was used. Interviews were conducted with available subjects in order to secure additional information.The study was concerned with 281 American females enrolled and/or employed in institutions of higher education in Alabama, Georgia, Louisiana, Mississippi, Florida, Wisconsin and New Jersey. A total of fourteen educational institutions from these seven states was represented in the study.Data secured from questionnaire and interview results were used to compare subjects on the basis of demographics, attitudinal, adjustment, educational and other factors which contributed significantly to performance and style of the American black working woman; to present information on how to alleviate some of the stress factors that cause poor performance; and to help the American working woman to recognize stress in order to learn how to manage it without having to deal with possible consequences of poor health and additional financial obligations.Of the fifty-two variables compared, significant differences were found in eleven variables in fifty-nine instances when cross-tabulated. A probability of 05 was considered a significant difference and was the criterion for support or non-support of the specific hypothesis.  相似文献   

A review of social interventions for students with learning disabilities   总被引：2，自引：0，他引：2  

R McIntosh  S Vaughn  N Zaragoza 《Journal of learning disabilities》1991,24(8):451-458

Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection, and type of interventional model are examined to find patterns that reflect intervention success. Several intervention characteristics and components are associated with social intervention effectiveness: selecting subjects who had social skills difficulties or low peer acceptance, using cognitive-behavioral intervention procedures, providing individual or small group instruction, and applying long-term intervention and training. Discussion focuses on difficulties in comparing studies to determine intervention effectiveness through the examination of outcome measures, a call for revisions in future reporting of social interventions in the literature, and those intervention factors that relate to increases in peer acceptance.  相似文献   

Atypical attachment in infancy and early childhood among children at developmental risk. III. Maternal sensitivity, child functional level, and attachment in Down syndrome     

Atkinson L  Chisholm VC  Scott B  Goldberg S  Vaughn BE  Blackwell J  Dickens S  Tam F 《Monographs of the Society for Research in Child Development》1999,64(3):45-66; discussion 213-20

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Parent participation in the initial placement/IEP conference ten years after mandated involvement   总被引：1，自引：0，他引：1  

S Vaughn  C S Bos  J E Harrell  B A Lasky 《Journal of learning disabilities》1988,21(2):82-89

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In Their Own Words: Teachers' Reflections on Adaptability     

Margaret Vaughn  Seth A. Parsons  Sarah Cohen Burrowbridge  Janice Weesner  Laurel Taylor 《理论付诸实践》2016,55(3):259-266

Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term adaptability means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators, teaching in various contexts (geographic region and grade level). Teachers' voices of adaptability are examined and a definition of adaptability is discussed. Obstacles are presented in these teachers' efforts to adapt their instruction in their respective contexts. Teachers then discussed the ways in which they navigated these obstacles to modify their instruction to fit a variety of learners and experiences despite these constraints.  相似文献   

Individual differences in infant-mother attachment at twelve and eighteen months: stability and change in families under stress   总被引：1，自引：0，他引：1  

B Vaughn  B Egeland  L A Sroufe  E Waters 《Child development》1979,50(4):971-975

100 economically disadvantaged mothers and their infants were observed in the Ainsworth and Wittig "strange situation" at 12 and 18 months. Infants were classified as secure, anxiously attached/avoidant, or anxiously attached/resistant. In addition, mothers reported occurrence of stressful events related to the stability of the caretaking environment during the 12--18 month period by completing a 44-item checklist concerning work, finances, family, neighbors, health, etc. 62 infants were assigned to the same attachment classification at both 12 and 18 months (p less than .01). Despite this stability, significantly more infants changes classification than in a recent study of stable middle-class families. With the present sample, anxious attachment was associated with less stable caretaking environments than secure attachment; change from secure to anxious attachment was associated with higher stressful-event scores than stable secure attachment.  相似文献   

THE MOTHER–CHILD ATTACHMENT PARTNERSHIP IN EARLY CHILDHOOD: SECURE BASE BEHAVIORAL AND REPRESENTATIONAL PROCESSES     

Brian E. Vaughn 《Monographs of the Society for Research in Child Development》2018,83(4):154-161

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