In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
The Children-of-Twins design was used to test whether associations between marital conflict frequency and conduct problems can be replicated within the children of discordant twin pairs. A sample of 2,051 children (age 14-39 years) of 1,045 twins was used to estimate the genetic and environmental influences on marital conflict and determine whether genetic or environmental selection processes underlie the observed association between marital conflict and conduct problems. Results indicate that genetic and nonshared environmental factors influence the risk of marital conflict. Furthermore, genetic influences mediated the association between marital conflict frequency and conduct problems. These results highlight the need for quasiexperimental designs in investigations of intergenerational associations. 相似文献
Two experiments examined whether 18-month-olds learn from emotions directed to a third party. Infants watched an adult perform actions on objects, and an Emoter expressed Anger or Neutral affect toward the adult in response to her actions. The Emoter then became neutral and infants were given access to the objects. Infants' actions were influenced by their memory of the Emoter's affect. Moreover, infants' actions varied as a function of whether they were currently in the Emoter's visual field. If the previously angry Emoter was absent (Experiment 1) or turned her back (Experiment 2), infants did not use the prior emotion to regulate their behavior. Infants learn from emotional eavesdropping, and their subsequent behavior depends on the Emoter's orientation toward them. 相似文献
The present study investigated the development of possibility-judgment strategies between the ages of 4 and 8. In Experiment 1, 48 children and 16 adults were asked whether a variety of extraordinary events could or could not occur in real life. Although children of all ages denied the possibility of events that adults also judged impossible, children frequently denied the possibility of events that adults judged improbable but not impossible. Three additional experiments varied the manner in which possibility judgments were elicited and confirmed the robustness of preschoolers' tendency to judge improbable events impossible. Overall, it is argued that children initially mistake their inability to imagine circumstances that would allow an event to occur for evidence that no such circumstances exist. 相似文献
This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003–2004), data were generated via: (1) in‐depth, face to face interviews with 85 student teachers throughout England; and (2) self‐completion questionnaires, returned by 4,790 student teachers across a range of initial teacher preparation (ITP) routes. Through these methods the study set out to explore student teachers' accounts of their motivations for entering ITP, their preconceptions and expectations of teaching and ITP, and their early experiences as student teachers. A number of general themes were found to cut across all of these areas, and are presented here as core features of the experience of becoming a student teacher. These relate to the concept of teacher identity, the role of relationships, the notion of relevance, and the central presence of emotion.
Cette étude décrit les conclusions préliminaires d'une recherche continue sur les expériences de ceux qui sont en train de devenir professeurs d'école en Angleterre. En première phase de l'étude (2003–2004), les données ont été recueillies par: 1) des entretiens approfondis en tête‐à‐tête avec 85 professeurs stagiaires dans toute l'Angleterre; et 2) des questionnaires, remplis eux‐mêmes par 4,790 professeurs stagiaires sur un échantillon de préparations initiales de professeur (PIP). Avec ces méthodes l'étude avait pour but d'explorer les explications des professeurs stagiaires concernant leur motivation pour entrer dans la PIP, leurs idées reçues et leurs attentes de l'enseignement et de la PIP, ainsi que leurs expériences initiales de professeur stagiaire. On a trouvé un nombre de thèmes généraux à travers tous ces domaines, et ceux‐ci sont présentés ici comme caractéristiques fondamentales de l'expérience vécue de professeur stagiaire débutant. Ils sont relatifs aux concepts suivants : l'identité du professeur, le rôle des relations, la notion de pertinence et la présence capitale de l'émotion.
Este documento es un informe sobre los primeros resultados de un proyecto de investigación longitudinal sobre las experiencias de profesores principiantes en la Inglaterra. En la primera fase del estudio (2003–2004), los datos fueron obtenidos a partir de dos fuentes: minuciosas entrevistas cara a cara con 85 profesores en prácticas por toda Inglaterra y cuestionarios personales que fueron devueltos por 4,790 profesores en prácticas procedentes de distintas ramas de la ITP (preparación para profesores principiantes). A través de estos métodos, el estudio fue lanzado con el propósito de sondear las razones que motivaron a los profesores en prácticas a entrar en la ITP, sus preconcepciones y expectativas en cuanto a la ITP y a dar clase y sus primeras experiencias como profesores en prácticas. Estas áreas presentaron una serie de temas generales comunes que son presentados aquí como características centrales de la experiencia de convertirse en profesor en prácticas. Estas están relacionadas con el concepto de identidad del profesor, la importancia de las relaciones, la noción de relevancia, y el papel central de las emociones.
Dieses Referat berichtet über die ersten Ergebnisse eines langfristigen Forschungsprojektes, basierend auf Erfahrungen von Lehrern in England, die in den Beruf einsteigen. In der ersten Phase der Studie (2003–2004) wurden Daten gesammelt mittels: 1) ausführlicher, persönlicher Gespräche mit 85 auszubildenden Lehrern aus ganz England; und 2) selbstauszufüllender Fragebögen, die von 4,790 auszubildenden Lehrern aus verschiedenen Ausbildungsrichtungen zurückgesendet wurden. Die Studie hatte das Ziel, die Berichte der auszubildenden Lehrer zu untersuchen hinsichtlich ihrer Motivation, eine Ausbildung anzufangen, ihrer Erwartungen vom Unterrichten und von der Ausbildung, sowie ihrer ersten Erfahrungen als auszubildende Lehrer. Eine Anzahl von allgemeinen Themen wurden in allen diesen Bereichen festgestellt und sind hier als Kernmerkmale des Ausbildungsverfahrens dargestellt. Diese beziehen sich auf das Konzept der Lehreridentität, auf die Rolle von Beziehungen, auf die Idee der Relevanz, sowie auf die zentrale Präsenz von Emotionen. 相似文献
