共查询到20条相似文献，搜索用时 15 毫秒
1.
Bryant Jensen Leslie Reese Kendra Hall-Kenyon Courtney Bennett 《Early education and development》2013,24(7):933-955
Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning. 相似文献
2.
3.
Clark McKown 《教育心理学家》2019,54(3):205-221
Interest in school-based strategies to support student social and emotional learning (SEL) is strong. Although SEL policies and programs designed to support the development of student competencies have advanced significantly, less work has been done to develop methods of assessing student social and emotional competence. This article briefly reviews developments in the field of social and emotional competence assessment and examines challenges and opportunities in their applied use, including (a) balancing the priorities of assessment developers and educators; (b) ensuring that the inferences and decisions made from SEL assessment scores are supported by evidence of the assessment’s psychometric merit; (c) establishing conditions for SEL assessment and data use that maximize benefit while mitigating risks; (d) coordinating standards, assessment, programs, and professional learning; and (e) balancing highly focused assessments that by design do not vary in content or format, and the varied cultural contexts in which they may be used. 相似文献
4.
Pauline Davey Zeece 《Early Childhood Education Journal》2009,36(5):447-452
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part
of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing,
and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant
adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping,
comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture
books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended. 相似文献
5.
6.
Clara Vasconcelos 《Research in Science Education》2012,42(2):219-232
If our chosen aim in science education is to be inclusive and to improve students’ learning achievements, then we must identify
teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo (2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice.
Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction
of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based
learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research
on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and
construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers
and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy
application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students
adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program. 相似文献
7.
This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results
regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on
the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students’ need for autonomy, competence, and relatedness.
For example, choice is motivating when the options are relevant to the students’ interests and goals (autonomy support), are
not too numerous or complex (competence support), and are congruent with the values of the students’ culture (relatedness
support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement.
However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning,
and well-being. 相似文献
8.
Jia-ling Charlene Yau 《Metacognition and Learning》2009,4(3):217-235
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading
among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated
in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading
comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative
analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2,
English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading,
whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis
is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style
of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading
universals hypothesis (Goodman in Journal of Typographic Reseach, 103–110, 1970); yet, skills transfer is not uniformly automatic (Bell in TESOL Quarterly, 687–704, 1995; Urquhart and Weir 1998). 相似文献
9.
Lamon (Teaching fractions and ratios for understanding. Essential content knowledge and instructional strategies for teachers,
2nd edn. Lawrence Erlbaum Associates, Mahwah, 2005) claimed that the development of proportional reasoning relies on various kinds of understanding and thinking processes. The
critical components suggested were individuals’ understanding of the rational number subconstructs, unitizing, quantities
and covariance, relative thinking, measurement and “reasoning up and down”. In this study, we empirically tested a theoretical
model based on the one suggested by Lamon (Teaching fractions and ratios for understanding. Essential content knowledge and
instructional strategies for teachers, 2nd edn. Lawrence Erlbaum Associates, Mahwah, 2005), as well as an extended model which included an additional component of solving missing value proportional problems. Data
were collected from 238 prospective kindergarten teachers. To a great extent, the data provided support for the extended model.
These findings allow us to make some first speculations regarding the knowledge that prospective kindergarten teachers possess
in regard to proportional reasoning and the types of processes that might be emphasized during their education. 相似文献
10.
Anika Bürgermeister Tobias Ringeisen Diana Raufelder 《Teaching in Higher Education》2016,21(8):990-1005
Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students’ self-determination affected students’ sense of social relatedness and their perceived moderation competence, as well as the interplay between these two components and the students’ performance during a moderation exam. We conducted a quasi-experimental field study with university students (N?=?160), who were evenly distributed between an experimental (EG) and a control group (CG). The results of multi-group path analysis suggest that simultaneously fostering autonomy, competence, and relatedness (EG), in comparison to providing autonomy and competence support only (CG), leads to a stronger link between perceived competence and social relatedness. If students experience moderation competence, they in turn feel socially related to their teacher, which leads to an even higher competence perception thereafter. The crucial role of teachers’ behaviour, in particular relatedness support, in learning development is discussed. 相似文献
11.
A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
12.
Stefania Sette Emma Baumgartner David P. MacKinnon 《Early education and development》2013,24(1):46-65
Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent validity of the SCBE scale was examined with measures of children's popularity and rejection. Our findings replicated a 3-factor model of the SCBE scale found in other studies with 3 correlated factors of social competence, anger–aggression, and anxiety–withdrawal. Multigroup confirmatory factor analyses provided evidence of configural, metric, and partial scalar invariance of the scale across gender. Popularity was positively related to children's social competence and negatively related to anxiety–withdrawal. Rejection was positively related to children's anger–aggression and anxiety–withdrawal and negatively related to social competence. Practice or Policy: The use of the SCBE scale in the Italian educational setting may help teachers understand children's emotional and social competencies and thereby improve social adjustment in the classroom. 相似文献
13.
This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches
to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy
emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke
1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive
intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway
on the teaching of literacy in low socioeconomic schools. 相似文献
14.
15.
Cecil Robinson 《The Urban Review》2007,39(2):191-216
This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods
classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world
of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose
of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into
a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application
of the figured worlds framework to the study of learning in a teacher preparation program.
Cecil Robinson is an assistant professor of educational psychology at The University of Alabama. His research focuses on social
studies teaching and learning, technology, democracy, and hope. Address correspondence to Cecil Robinson, Campus Box 870231,
Department of Educational Studies in Psychology, Research and Counseling, College of Education, The University of Alabama,
Tuscaloosa, AL 35487-0231, USA; e-mail: crobinso@bamaed.ua.edu 相似文献
16.
Research Findings: The current study's main aim was to implement a multifocused, community-based intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate- and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status. 相似文献
17.
We conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, we developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, we discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs. 相似文献
18.
Veronica Molina Tammy Molina-Moore Francine E. Pratt 《Journal of Teaching in Social Work》2018,38(1):18-27
ABSTRACTField work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a “signature pedagogy,” field directors are tasked with finding placements that can support these explicit competencies. Through the utilization of a learning contract that combines the Council on Social Work Education Educational Policy and Accreditation Standards competencies (including component behaviors) students and supervisors can begin to discuss their joint progress on meeting each of these prior to the final evaluation. This process will ensure that students have demonstrated the necessary outcomes to become a generalist social work practitioner. 相似文献
19.
Elbers grapples with two persistent issues in psychology: (a) the role of the adult and the child in development, and (b) depictions of competence as context specific or generalized. Elbers' entrenchment in a transmission model of meaning undermines his portrayal of the child as an active participant in development. Furthermore, his characterization of competence as something in the head of the individual hinders his attempts to contextualize competence. We outline a framework informed by Vygotsky, Bakhtin, and others, which depicts both the formation and the functioning of mental processes (or competence) as fundamentally interactive. Mental functions arise in social interactions in which all participants accommodate each other, thus obviating the question of who is active or passive in the interaction. Furthermore, the social interactive origins of mental functioning impose a social context on all competencies. Such a framework facilitates movement away from the dilemmas which Elbers cogently raises. 相似文献
20.
Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood 
下载免费PDF全文
下载免费PDF全文 Elizabeth C. Penela Olga L. Walker Kathryn A. Degnan Nathan A. Fox Heather A. Henderson 《Child development》2015,86(4):1227-1240
This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N = 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children. 相似文献