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1.
Reece Mills Louisa Tomas Brian Lewthwaite 《International Journal of Science Education》2016,38(5):767-790
In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change were generated pre- and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning, focuses on the learning of geological phenomena through the construction of multiple representations, and employs qualitative data collection throughout the implementation of an instructional approach. 相似文献
2.
Most studies of parent–child bookreading have focused on mothers reading to their children. Though the role of fathers in children's lives is widely emphasized, we know almost nothing about father–child bookreading, particularly among low-income families. The present study was designed to examine how often low-income fathers report reading to their children and what the predictors and effects of paternal bookreading are. The fathers in this study were participants in the national evaluation of Early Head Start (EHS) and were recruited via mothers enrolled in the EHS study. Participating fathers were interviewed at home and their children's cognitive and language development were assessed using standardized measures from ages 2 to 5. Results demonstrated a wide variety in frequency of bookreading among fathers. Fathers were more likely to read to their children frequently if they spoke English at home, if they had a high school education, and if their children had better language skills. Fathers’ bookreading predicted children's cognitive outcome. Paternal bookreading did predict children's language outcomes but only for children whose fathers had at least a high school education. 相似文献
3.
An investigation of parents' attitudes and the communication skills of their deaf children 总被引：1，自引：0，他引：1
The reciprocity and consequences of parent-child interactions are an important subject of inquiry in child development literature. The majority of studies on deaf children with hearing parents focus on differences in parent-child interactions, which emanate from a number of factors including parental attitudes toward deafness and acceptance of alternative modes of communication. The purpose of this study was to investigate the relationship between parental attitudes toward deafness and the communication skills of their hearing-impaired children. Whereas the majority of researchers in interactional studies have focused on mothers, both parents were included in this investigation. Significant correlations were found between fathers' scores on the Attitude to Deafness Scale and the language comprehension scores of their deaf children. No significant differences in attitudes were found between mothers and fathers. Similarly, no significant differences were found between the parents of boys and the parents of girls. 相似文献
4.
Paulo Tan 《Emotional and Behavioural Difficulties》2016,21(4):361-376
Recent shifts in focus on academic interventions for students diagnosed with emotional and behavioural disorders (EBD) create a need to evaluate existing interventional research in content areas such as mathematics. Literature reviews in the area of mathematics interventions for students with EBD have mostly focused on the outcomes and the rigour of existing studies with limited attention to the quality of the pedagogical methods used in those studies. The purpose of this conceptual review was to use a teaching-for-understanding lens to examine existing research interventions in mathematics for students with EBD. Teaching-mathematics-for-understanding requires pedagogical methods that aim to activate and capture students’ mathematical reasoning and thinking. An iterative electronic and hand search of the literature found 30 studies covering three decades (1985–2015) that met the criteria for inclusion in this review. Results of the analysis include: (1) mathematics assessments utilised ranged from very basic to comprehensive, with most studies applying basic assessments; (2) a majority of the studies focused on intervention strategies targeting procedural and rote knowledge; (3) most studies utilised quantitative inquiry methods; and (4) in more recent years, studies have increasingly examined conceptual mathematical understanding and incorporated qualitative inquiry methods. 相似文献
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6.
Virginia Buysse Ellen Peisner-Feinberg Mariela Páez Carol Scheffner Hammer Meagan Knowles 《Early childhood research quarterly》2014
This article describes the results of a comprehensive review of the research literature from 2000 to 2011 evaluating the effects of early care and education practices on the developmental outcomes of dual language learners (DLLs) from birth through 5 years of age. Across 25 studies that met inclusion criteria, study samples consisted primarily of Latino or Spanish-speaking children 3–5 years of age enrolled in center-based programs. The analysis focused on features of the early education programs and practices (intensity and language of instruction) and research methods (sampling, research designs) in relation to child outcomes for the various types of research interventions evaluated in these studies (center-based programs, professional development, curricula, and instructional strategies). On the basis of a few large-scale scientifically sound studies, the review found at least some evidence to suggest that DLLs benefitted from attending widely available, well regulated programs such as Head Start and public pre-k, particularly with respect to improving language and literacy skills. However, because the extant research has not systematically accounted for the separate effects of language of instruction versus type of intervention, very little can be concluded about how these factors contribute to the positive main effects of these interventions. 相似文献
7.
Research Findings: This study examined whether the communicative behaviors of preschoolers during shared-reading interactions differ according to child age or parent gender. Twenty Italian preschoolers (from 3.1 to 5.11 years) were observed during book reading with each parent separately. Communicative behaviors were analyzed according to the speech act theory. The findings showed that older children produced significantly more requests with fathers than with mothers but significantly more assertions with mothers than with fathers. Sequential analysis showed that only the fathers' reading utterances were significantly followed by older children's requests. These results suggest that older children adjusted their communicative functions to elicit richer conversations from their fathers. Practice or Policy: These findings have implications for the assessment and support of preschoolers' conversational skills. 相似文献
8.
The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualised instruction. Several variables were found which relate to parents’ attitudes, such as social‐economic status, education level, experience with inclusion and type of disability. No studies examined the effects of parental attitudes on the social participation of children with special needs. The importance of positive parental attitudes is elaborated in the discussion. 相似文献
9.
Holistic competency development is rarely certified in practice, and the assessment of holistic competencies remains an under-researched topic in the education literature. The primary aim of this systematic mixed studies review is to explore students’ perceptions on the recognition of holistic competencies. The review found very few studies that specifically focused on or directly addressed student perceptions in this area. Based on the analysis of 31 studies identified from existing literature, three themes were generated: evidence of overall achievement, assessment of holistic competencies in learning tasks, and challenges. The findings show that there is a lack of attention to holistic competency recognition and is a major gap in the current empirical literature. The current review highlights the need for a systematic process of documenting, reporting, and certifying holistic competency in higher education that takes into consideration the broader level of overall recognition and the assessment of competencies. 相似文献
10.
Evaluating psychotherapeutic outcome is an important endeavor given psychology's focus on identifying effective treatments. There is ample evidence to suggest that psychotherapy interventions for children and adolescents are effective. Unfortunately, the child and adolescent psychotherapy outcome literature lags behind the adult‐focused outcome literature in some important areas, as children and adolescents are often viewed as extensions of adults. This review analyzes the pertinent youth meta‐analyses, examining treatment, client, and therapist variables relevant to positive outcomes. We also consider the impact of variables that have received more attention in the adult psychotherapy outcome literature (i.e., the therapeutic alliance, therapist effects, and allegiance effects) and their possible impact on child and adolescent outcomes. Our hope is that this discussion benefits school‐based mental health professionals when discerning what works best with the youth population. © 2010 Wiley Periodicals, Inc. 相似文献
11.
A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research that are limited in the literature. 相似文献
12.
Daniel Paquette René Carbonneau Diane Dubeau Marc Bigras Richard E. Tremblay 《European Journal of Psychology of Education - EJPE》2003,18(2):171-189
Three samples of francophone subjects from Quebec (Canada) are used to establish the prevalence of parent-child RTP according
to different personal, social and family variables, and to verify if children who engage in more RTP with their father exhibit
less physical aggression towards other children and are more competitive without resorting to aggression. Our results showed
that 24 to 43% of fathers engaged in RTP with their children on a daily basis, and only 4 to 16% of fathers never do. Moreover,
personal characteristics such as the age and sex of the participants seemed to have a greater influence on the frequency of
parent-child RTP than variables related for example to work, socio-economic conditions, or the living environment. The hypothesis
that children who engage in more RTP with their fathers display less physical aggression towards their peers is invalidated
here. We have concluded that it is important that not only RTP frequency, but also and especially indicators of RTP quality
be used. Future observational studies of father-child RTP are required in order to do so. Finally, certain preliminary results
support the hypothesis that father-child RTP fosters the development of the competition skills in children without using aggression. 相似文献
13.
Judith A. Martin Ph.D. 《Child abuse & neglect》1984,8(4):387-392
In its examination of violent activity within the family, current literature assumes a “pecking order” exists: Larger and stronger family members attack those who are smaller and weaker. Adult males are usually studied as primary maltreaters of spouses, while females are considered mainly responsible for physically abusive behavior with children. Use of this perspective has led to neglect of male abusers, who injure half of the mistreated children in the United States. Through assessment of 66 studies of child abuse published during a 5-year period, this paper documents the lack of attention abusive fathers have received. Twenty-eight of these studies included only mothers, while two dealt exclusively with fathers. Most of the 36 remaining two-parent studies did not discuss sex differences. No diagnostic categories consistently differentiated male from female abusers. No study discussed specialized treatment needs of women and men. This survey suggests that the therapeutic field considers the child's mother the primary responsible parent, even though she may not be the perpetrator of violence in the family. As a result, inadequate treatment resources have been made available to maltreating fathers. The survey points to the need for much more comprehensive research comparing male and female maltreaters. 相似文献
14.
To examine differential socialization of boys and girls by mothers and fathers, home observations were completed for families of 92 12-month-old children, 82 18-month-old children, and 172 5-year-old children. Mothers gave more instructions and directions than did fathers, while fathers spent more time in positive play interaction. Differences in parents' reactions to 12- and 18-month boys and girls were as expected, with the exception that boys received more negative comment for communication attempts than did girls. The suggestion in the literature that fathers would be more involved in sex typing than mothers was not confirmed in this study. The only 2 significant sex-of-parent x sex-of-child effects occurred at 18 months; fathers gave fewer positive reactions to boys engaging in female-typical toy play, and mothers gave more instruction to girls when they attempted to communicate. We argue that the second year of life is the time when children are learning many new skills and when parents are still experimenting with parenting styles and may well use stereotypical responses when unsure of themselves. 相似文献
15.
Research Findings: Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in early development is increasingly emphasized, less is known about these associations in primarily non-English-speaking households or how mothers and fathers independently contribute to children’s skills. Using a subsample of data from the Early Childhood Longitudinal Study–Birth Cohort (N = 5,450), this study assessed the frequency of maternal and paternal inputs during early childhood and their prospective connections with children’s English language and literacy skills at age 5 across White, Mexican, and Chinese children from linguistically diverse households. Analyses revealed significant differences in inputs by ethnic/language group membership and significant associations between both maternal and paternal inputs and children’s skills. These associations did not differ across ethnic/language group membership. Practice or Policy: These results point to the importance of promoting rich home language and literacy environments across diverse households regardless of the language in which they take place or the parent from which they derive. 相似文献
16.
Helen O’Keeffe 《Cambridge Journal of Education》2019,49(2):197-213
Notwithstanding the increasing number of UK and international studies focused on parental involvement in education and parental imprisonment there remains little focus upon the involvement of imprisoned fathers in children’s education and the impact of this upon paternal identity. Despite the now accepted perspective that parental imprisonment often impacts negatively on family functioning, child outcomes and parental identity, this qualitative study is distinctive in drawing on the discourse of parental involvement in education, using the lens of identity theory to examine the experiences of 15 imprisoned fathers regarding their involvement in their children’s education and their parenting possible selves as educators. Participants demonstrated limited identity standards in relation to education and sometimes a reduced commitment as a result of this. All offered a vision of their possible selves as educators if contextual barriers were addressed. Possible implications are suggested. 相似文献
17.
Friedewald M 《The Journal of perinatal education》2007,16(2):16-20
Within childbirth education circles, catering effectively to the needs of expectant fathers who attend antenatal education programs has become an issue of concern. This article reviews the literature on all-male discussion groups for expectant fathers as a strategy to address identified deficits in relation to the inclusion of men within existing program structures. An exploration of the attributes considered appropriate for those who facilitate such groups is undertaken, and the article concludes with a report on the recruitment of male facilitators at a health service in New South Wales, Australia. 相似文献
18.
Liliana Cortes Marla Jean Buchanan 《International journal for the advancement of counseling》2007,29(1):43-55
There are child soldiers fighting with government forces and opposition groups in more than 30 countries worldwide. Although
studies have been conducted on the impact of war-related trauma on children, very few have focused on those children who do
not exhibit trauma-related symptoms after experiencing armed combat. The purpose of this study was to identify and understand
some of the mechanisms and resources that resilient children draw upon to overcome the trauma of child soldiering. Six Colombian
child soldiers were recruited through purposive sampling techniques to participate in a narrative study focusing on their
lived experiences and their personal understanding of how they were able to overcome the effects of war trauma. Six narrative
themes were identified and discussed in terms of the literature on trauma and childhood resilience and also related to counselling
needs and services. 相似文献
19.
Natasha J. Cabrera Ui Jeong Moon Jay Fagan Jerry West Daniela Aldoney 《Child development》2020,91(5):1709-1717
This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children’s pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers’ early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed. 相似文献
20.
父亲参与在残疾儿童的早期干预领域越来越受到重视.本文对1980年以来国外学者对父亲参与残疾儿童早期干预的相关研究进行综述.研究表明,父亲参与残疾儿童早期干预的程度较低;父亲在参与残疾儿童早期干预的过程中面临压力大小、压力种类和应对压力的方式与母亲有所不同;父亲参与早期干预对残疾儿童的语言能力和游戏能力有促进作用;残疾儿童本身、父母亲关系以及干预项目的设置会对父亲参与早期干预的积极性产生影响.当前研究中存在研究地域狭窄、研究方法单一和忽视父亲需求等问题,要多开展跨文化研究,尝试使用质性研究方法以及关注父亲的实际需求. 相似文献