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1.
This study examined the convergence and divergence in mothers’ and children's reports of maternal support following disclosures of childhood sexual abuse (CSA). One hundred and twenty mothers and their children (ages 7–17 years) reported on two aspects of support following CSA disclosures: mothers’ belief in the child's disclosure and parent–child discussion of the abuse incident. Whereas 62% of mothers’ and children's reports on mothers’ belief of the disclosure positively converged (i.e., both reported that mothers “completely believed” the child's disclosure), 37% of mothers’ and children's reports diverged, and the remaining 1% negatively converged (i.e., both reported that the mother only believed the child “somewhat”). Positively convergent responses were associated with youths’ lower risk for tobacco and illicit drug use. Forty-four percent of mothers’ and children's reports on whether details of the CSA were discussed positively converged (i.e., both reported that details were discussed), 33% diverged, and 23% negatively converged (i.e., both reported that details were not discussed). Relative to other patterns of reporting, negatively convergent responses were associated with higher levels of trauma symptoms. Findings have implications for identifying high-risk mother–child dyads based on patterns of informant reporting following CSA. 相似文献
2.
Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom-level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms. 相似文献
3.
Jisu Han Marisa Schlieber Bradley Gregory 《Journal of Education for Students Placed at Risk》2017,22(4):200-219
This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a unique and interactive role in supporting Head Start children's development of different sets of emergent literacy skills. Parental warmth was positively related to children's oral language skills (i.e., receptive and expressive vocabulary knowledge), and teachers' educational level and the quality of instructional support in the classroom were significantly associated with children's code-related skills (i.e., letter-name and letter-sound knowledge). Further, high-quality instructional support in the classroom buffered the negative influence of low maternal education on children's oral language skills. Interventions focusing on enhancing the quality of parent-child interactions, in addition to professional development for teachers designed to improve the quality of instructional support, may contribute to promoting the development of emergent literacy skills of young children from low-income families. 相似文献
4.
How evident is democracy within education in Japan, and is current practice different from elsewhere? This paper assesses the perception that Japanese political and educational practices are not fully 'democratic'. The first part examines the Japanese perspective on democracy, and then considers democracy and education in Japan. From a school-based study, the second part discusses examples of class practice concerning decision-making. The paper concludes that democracy is deeply rooted in Japanese history, but not in a form that is readily recognisable to Western observers. Consensus has been more significant than voting. The view that the US administration had a strong influence probably reflects policy rhetoric, not the reality in schools. But this rhetoric may have led to a belief that 'democracy' is not an appropriate term within contemporary Japanese education. However, what happens in Japanese classrooms equates with 'democratic' practice elsewhere. 相似文献
5.
Rebecca S. Vine Foggo Amanda A. Webster Roselyn Dixon 《British Journal of Special Education》2020,47(2):208-229
Difficulties with social communication may present challenges in gathering data from individuals with autism in research. To encourage individuals with autism to participate directly in research, methods that allow for autistic symptomology should be considered. An online forum was developed to enable adolescents with autism to share their social experiences. Ten female adolescents with autism, aged 12 to 19, engaged with the forum over 12 weeks. Questions were posted weekly and data were collected on the frequency of participant responses, quality of responses, and participants' engagement with each other. Data indicated that the frequency and quality of participants' responses were high, and participants' engagement with each other facilitated the introduction of new topics. The online forum was an effective tool for adolescents with autism to have direct participation in research. It offers promise in future studies as a practical research tool that accommodates the social communication challenges of individuals with autism. 相似文献
6.
Virginia E. Vitiello Olga Moas Heather A. Henderson Daryl B. Greenfield Pelin M. Munis 《Early education and development》2013,24(3):302-322
Research Findings: The purpose of this study was to examine whether child temperament differentially predicted academic school readiness depending on the quality of classroom interactions for 179 Head Start preschoolers. Teachers rated children's temperament as overcontrolled, resilient, or undercontrolled in the fall and reported on children's language/literacy and math skills continuously throughout the year. Observations of classroom emotional and instructional support were conducted in the spring. Results from multilevel models indicated that overcontrolled children (compared to resilient children) made greater math gains in classrooms with higher instructional support, whereas a trend-level effect suggested that undercontrolled children (compared to resilient children) made lower math gains in classrooms with lower emotional support. Results also showed that resilient children's gains in language/literacy were more positively associated with high emotional support than were the scores of overcontrolled children. Practice or Policy: This study adds to prior findings suggesting that overcontrolled and undercontrolled children need special attention in the preschool classroom. Teachers and administrators may want to carefully consider the effect that classroom interactions and instructional techniques have on individual children and attempt to tailor instruction to meet the individual needs of children within classrooms. 相似文献
7.
8.
《British Educational Research Journal》2005,31(1):7-27
Attempts to demonstrate a relationship between students' approaches to studying in higher education and their perceptions of their academic context have been bedevilled by limitations of the research instruments and the problem of aggregating students' perceptions and approaches across different course units. The extended version of the Course Experience Questionnaire (Wilson et al., 1997) and the Revised Approaches to Studying Inventory (Entwistle et al., 2000) were adapted for use in distance education and administered in a postal survey to students taking seven courses by distance learning with the Open University. Usable responses were obtained from over 2100 students. Both instruments proved to be remarkably robust, and the students' scores on these two instruments shared 61% of their variance. Students' perceptions of the academic quality of courses in distance education are strongly associated with the approaches to studying that they adopt on those courses. 相似文献
9.
K. FUJIMURA-FANSELOW 《Gender and education》1996,8(3):337-352
Japanese scholarship in the field of women's studies has grown markedly in recent years, and accompanying this has been a steady rise in the number of universities and junior colleges offering women's studies-related courses. What we have not seen, however, is much attention to the issue of feminist pedagogy and efforts to explore new ways of teaching the content of women's studies that are consonant with feminist goals and values. This paper underscores the vital need to develop approaches to teaching and learning that challenge many of the values and practices that dominate Japanese education today. Student reactions and responses to the author's attempts to incorporate alternative approaches in the teaching of women's studies courses are examined and analysed in an attempt to understand some of the difficulties entailed in launching such a challenge as well as the potentials for change. 相似文献
10.
Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese 
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下载免费PDF全文 Tomohiro Inoue George K. Georgiou Naoko Muroya Hisao Maekawa Rauno Parrila 《Journal of Research in Reading》2018,41(1):159-175
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
- Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
- Children's early reading skills can have an impact on later HLE.
- The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
- In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
- The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
- More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
- We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
- This can be particularly true of less educated parents with poorly performing children.
- We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
11.
Relations among preschool teachers' self-efficacy,classroom quality,and children's language and literacy gains 总被引：1，自引：0，他引：1
This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains. 相似文献
12.
IntroductionEstimating the national prevalence of child sexual abuse (CSA) and its association with health and developmental outcomes is the first step in developing prevention strategies. While such data are available from many countries, less is known about the epidemiology of CSA in Japan.MethodsFor this systematic review, we searched English databases: Embase, Ovid MEDLINE(R) In-Process & Other Non-Indexed Citations, Ovid MEDLINE(R) Daily and Ovid MEDLINE(R), Ovid OLDMEDLINE(R), PsycINFO, and Japanese databases: Cinii, J-Stage, Children’s Rainbow Center Japan, Japan Child and Family Research Institute, Japanese Journal of Child Abuse and Neglect to identify articles published before July 2015 examining the lifetime prevalence of CSA in Japan using non-clinical samples. Data were extracted from published reports.ResultsWe initially identified 606 citations and after abstract review, retrieved 120 publications. Six studies that met the selection criteria and additional two relevant studies were reviewed. The range of contact CSA for females was 10.4%–60.7%, and the prevalence of this type of CSA for males was 4.1%. The range of penetrative CSA for females was 1.3%–8.3% and that for males was 0.5%–1.3%. A number of methodological issues were identified, including a lack of validated measures of CSA, and low response rates.ConclusionIn contrast to a lower prevalence of penetrative CSA, the prevalence of contact CSA among Japanese females may be comparable or higher in relation to international estimates. Future research on children's perceptions of and exposure to sexual abuse, crime and exploitation in Japan is discussed. 相似文献
13.
C.D. Vallotton T. Harewood C.A. Ayoub B. Pan A.M. Mastergeorge H. Brophy-Herb 《Early childhood research quarterly》2012
Children's characteristics, including gender, influence their development by eliciting differential responses from their environments, and by influencing differential responses to their environments. Parenting-related stress, associated with poverty environments, negatively influences children's language, likely through its impact on parent–child interactions, but may impact boys’ and girls’ development differently. Early intervention represents one tool for supporting development in at-risk toddlers, but gender-differences in effects of intervention are rarely described. The current studies assessed the effects of Early Head Start (EHS) on children's productive vocabulary in the context of parenting stress and examined gender differences in program effects on vocbulary. Data were from the national EHS Research and Evaluation (EHSRE) study (Study 1, N = 3001), and from a dataset associated with one EHSRE site (Study 2, N = 146) where additional data on productive vocabulary were collected. Study 1 found that at 24 months of age, the EHS program protected girls’ productive vocabulary from the negative effects of parenting stress, but had little impact on boys’ vocabulary. In Study 2, the local EHS site promoted girls’ vocabulary development over time from 14 to 36 months despite the negative effects of parenting stress, and protected boys’ vocabulary from the negative parenting stress effects. These results suggest differential ways in which at-risk toddlers are affected by early intervention. 相似文献
14.
Mary E. Bratsch-Hines Lynne Vernon-Feagans The Family Life Project Key Investigators 《Early education and development》2013,24(8):1065-1081
Research Findings: Recent work has demonstrated that the changes young children experience in their child care settings before age 5 may be related to subsequent development, especially social development. Several of these studies have included samples of middle-class children, with almost no emphasis on understanding these processes for low-income and/or African American children. This study examined a rural African American sample of children from birth to 3 years of age to understand not only the role of child care changes in children's social development but, in addition, the role played by children's home environment quality. Results suggested that more changes in child care up to age 3 (defined as “big changes” in provider, location, or quantity of care) were associated with lower child care provider ratings of children's social competence. Furthermore, this link appeared to be stronger for children whose home environment was of low quality. Practice or Policy: Policy, practice, and research implications are discussed. 相似文献
15.
This study examined how early childhood (EC) teachers' instructional quality predicted children's development in mathematics across two measurement occasions. Therefore, EC teachers' (n = 25) instructional quality was assessed using one standardized observation instrument covering both domain-specific and general aspects of instructional quality. Additionally, data on children's (n = 208) outcome in early number skills was collected applying a standardized test. Multilevel structural equation modeling was used accounting for nested data. Children's age and the average size of preschool groups were controlled for. Results revealed that EC teachers' instructional quality predicted children's development but was not associated with their initial achievement. The findings suggest that instruments covering domain-specific and general aspects might be helpful in order to measure EC teachers' instructional quality in mathematics and predict children's learning growth. Understanding the mechanisms between instructional quality and children's development may help EC teachers to enhance their math teaching in practice. 相似文献
16.
Is Japanese education the “exception”?: examining the situated articulation of neo-liberalism through the analysis of policy keywords 总被引：1，自引：1，他引：0
Keita Takayama 《Asia Pacific Journal of Education》2009,29(2):125-142
This article builds on the author's earlier work, published in Vol. 28 No. 1 of this journal, that critiqued the Orientalist legacy in Anglo-American discussions of Japanese education. One of the manifestations of this legacy is the prevailing view among the Anglo-American observers of Japanese education that Japanese education is the “exception” to the recent global restructuring movement. This article problematizes this view by exposing a similar but differently articulated structural change in Japanese education over the past three decades. Drawing on cultural studies and critical discourse analysis, the author focuses on the two policy keywords that the Ministry of Education has consistently used by for the past three decades: kosei (individuality) and yutori (low pressure). Tracing the complex histories of articulation and rearticulation of these policy keywords, the author demonstrates how the keywords, which had been associated with progressive political struggles against the Ministry's central control of public education, were mobilized to reconstitute people's common sense about education and thus to naturalize the radical systemic change towards the neo-liberal, post-welfare settlement. In conclusion, the author discusses the implication of the study to the field of comparative and international education, calling for a more critical, reflexive engagement with the field's preoccupation with “national differences”. 相似文献
17.
Zhihui Fang 《Journal of Research in Reading》2002,25(1):109-126
This study investigated young children’s developing understanding of three essential features of book language (i.e. autonomy, conventionality, unique grammar) in two curricular genres (i.e. narrative and expository) in a literature‐based, multigrade (1st–3rd) classroom. Each of the 19 participants was asked to compose two written texts (story and report) at beginning, middle and end of the school year. All texts were coded for inclusion of a variety of genre‐specific discursive markers that index the three features of book language. Analyses showed that (a) the children demonstrated emergent understanding of autonomy, limited familiarity with conventionality and an embryonic sense of unique grammar, irrespective of genre; (b) they gained significantly more understanding of the three book‐language features in both curricular genres over the school year; (c) the development of this understanding is genre‐ and feature‐specific, unstable, complex and not consistently associated with children’s grade level. These findings were interpreted from both developmental and pedagogical perspectives. Limitations and directions for future research were also discussed. 相似文献
18.
Antecedents of Maternal Sensitivity During Distressing Tasks: Integrating Attachment,Social Information Processing,and Psychobiological Perspectives 下载免费PDF全文
下载免费PDF全文 Esther M. Leerkes Andrew J. Supple Marion O'Brien Susan D. Calkins John D. Haltigan Maria S. Wong Keren Fortuna 《Child development》2015,86(1):94-111
Predictors of maternal sensitivity to infant distress were examined among 259 primiparous mothers. The Adult Attachment Interview, self‐reports of personality and emotional functioning, and measures of physiological, emotional, and cognitive responses to videotapes of crying infants were administered prenatally. Maternal sensitivity was observed during three distress‐eliciting tasks when infants were 6 months old. Coherence of mind was directly associated with higher maternal sensitivity to distress. Mothers' heightened emotional risk was indirectly associated with lower sensitivity via mothers' self‐focused and negative processing of infant cry cues. Likewise, high physiological arousal accompanied by poor physiological regulation in response to infant crying was indirectly associated with lower maternal sensitivity to distress through mothers' self‐focused and negative processing of infant cry cues. 相似文献
19.
When George Mason University's Johnson Center opened a decade ago, it was on the leading edge of architectural design and innovative thinking about spaces for learning. Over time, the building has retained many of its revolutionary aspects even as it has accepted encroachments of conventionality. 相似文献
20.
The current study examined within‐family relations between mothers’, fathers’, and children's objectively assessed sleep. Participants were 163 children (Mage = 10.45 years; SD = 0.62) and their parents. For 7 nights, families wore actigraphs to assess sleep duration (minutes), quality (efficiency, long wake episode, total wake minutes), and schedule (wake time). A sleep log assessed bedtime. Multilevel models indicated that children's sleep minutes, sleep efficiency, wake minutes, and wake time were associated with fluctuations in their mothers’, but not fathers’, sleep that same night. The duration and quality of mothers’ sleep was associated with both fathers’ and children's sleep that night, whereas fathers’ sleep was positively associated with only mothers’ sleep. Findings highlight the importance of examining sleep within a family context. 相似文献