Adult Interactions and Child Engagement     

R. A. McWilliam  Anita A. Scarborough  Ho Kim 《Early education and development》2003,14(1):7-28

The purposes of this study were to investigate how engagement varied as a function of concurrent adult interactions (e.g., individual versus group orientation, type of teacher interaction) and pre-existing states (e.g., age, ratings of typical engagement). Eleven child care teachers and 63 children were videotaped in 93 naturally occurring child care situations. Two teacher interaction categories, elaborations and information giving, were associated with participatory engagement, attention, and low engagement. Interaction behaviors that were responsive without providing direction and those that were directive without responding to children were not associated with engagement. Individually targeted interactions produced more engagement than did group-targeted interactions. Chronological age, developmental age, and ratings of persistence did not statistically significantly affect engagement.  相似文献   

Bystander Intervention in Cyberbullying     

Nicholas Brody  Anita L. Vangelisti 《Communication monographs》2016,83(1):94-119

Cyberbullying incidents often occur in the presence of other bystanders. The inaction of bystanders can augment the deleterious effects of bullying on a victim. However, bystanders can intervene to stop a cyberbullying incident or offer support to the victim. Two studies were conducted to examine variables that were expected to influence the propensity of a bystander to take action in cyberbullying incidents: the number of bystanders, the anonymity of the bystander, and the closeness between the bystander and the victim. Results supported the diffusion of responsibility effect. A higher number of bystanders was negatively associated with bystander intervention. Moreover, the perceived anonymity of bystanders was negatively related to the propensity to intervene, and closeness with the victim was associated with a greater tendency to intervene and support the victim. Altogether, the results shed light on the interplay of context, relationships, and technology in the behavior of bystanders to a cyberbullying episode.  相似文献   

Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment   总被引：1，自引：0，他引：1  

Lori E. Skibbe  Laura M. Justice  Tricia A. Zucker  Anita S. McGinty 《Early education and development》2008,19(1):68-88

Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their literacy beliefs and practices while children's print-related knowledge was assessed directly. Results indicated that mothers of children with SLI held somewhat less positive beliefs about literacy and reported engaging in fewer literacy practices compared to mothers of children with TL. For the entire sample, maternal literacy practices and beliefs predicted children's print-related knowledge, although much of this association was accounted for by maternal education. Subgroup analyses focused specifically on children with SLI showed there to be no relation between maternal literacy beliefs and practices and children's print-related knowledge. The present findings suggest that the home literacy experiences of children with SLI, and the way that these experiences impact print-related knowledge, may differ in important ways from typical peers.  相似文献   

Collaborative learning: A memorable model     

Megan Tschannen‐Moran  Anita Woolfolk Hoy 《The Teacher Educator》2013,48(2):148-165

Abstract

Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate, and elaborate their ideas with greater clarity and rigor. Unless teachers have effective means to manage the complex problem solving involved in implementing collaborative learning strategies, the rich possibilities offered will not be realized. This paper proposes a five‐part conceptual framework to guide teachers decision making in order to capitalize on these powerful strategies. The framework incorporates a “G” mnemonic to make the elements memorable.  相似文献   

Exploration of teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD)     

Anita Ryan  Maria Logue‐Kennedy 《British Journal of Special Education》2013,40(4):167-174

The aim of this study was to explore primary school teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD). Teachers' awareness and knowledge are crucial for initial recognition and appropriate referral of children suspected of having (C)APD. When a child is diagnosed with (C)APD, teachers have a role in implementing and monitoring the effectiveness of interventions. A questionnaire was designed and distributed to 53 primary schools in the Republic of Ireland. Findings indicated that 89.1% of participants reported poor/very poor awareness, while 92% reported poor/very poor knowledge of (C)APD. Results were compared with specific data obtained from a similar study carried out simultaneously in Northern Ireland. Overall, the majority of the participants reported that they have poor/very poor awareness and knowledge of (C)APD. These findings emphasise the need to establish training programmes for teachers and ultimately to support the provision of an appropriate service for children with (C)APD.  相似文献   

Longitudinal predictors of very early Chinese literacy acquisition     

Xiuli Tong  Catherine McBride‐Chang  Anita M.‐Y. Wong  Hua Shu  Pieter Reitsma  Judith Rispens 《Journal of Research in Reading》2011,34(3):315-332

This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese.  相似文献   

Stimulating professional learning through teacher evaluation: An impossible task for the school leader?     

Melissa Tuytens  Geert Devos 《Teaching and Teacher Education》2011,27(5):891-899

Providing effective feedback through teacher evaluation is a complex task for the school leader. Many authors state that teacher evaluation does not contribute to teachers’ professional learning. Few studies focus on the specific leadership variables that contribute to effective teacher evaluation. This study explores the importance of transformational and instructional leadership for the feedback utility and teachers’ professional learning. The results of regression and path analyses showed that leadership directly influences the feedback utility and indirectly influences teachers’ professional learning. This study demonstrates the importance of school leadership for effective teacher evaluation and highlights its usefulness for teachers’ professional learning.  相似文献   

A Special Editorial: Educational Implications of the Digital Fabrication Revolution     

Lynn Bell  Abbie Brown  Glen Bull  Kate Conly  LaMont Johnson  Anita McAnear  Cleb Maddux  Gary Marks  Ann Thompson  Denise Schmidt  Lynne Schrum  Sharon Smaldino  Michael Spector  and Debra Sprague 《TechTrends》2010,54(5):2-5

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Neurochemical and Neurobehavioral Effects of Low Lead Exposure on the Developing Brain     

Anita R. Bijoor  S. Sudha  T. Venkatesh 《Indian journal of clinical biochemistry : IJCB》2012,27(2):147-151

Lead is found in small but appreciable quantities in air, soil drinking water and food. Exposure to such amounts of lead does not cause acute lead toxicity, but produces subtle effects, particularly in children. The CDC advocates “safe” or “acceptable” levels of blood lead up to 10 μg/dl, while OSHA declares blood lead levels up to 40 μg/dl as “safe” or “acceptable” in the occupationally exposed. The objective of the study was to see if blood levels considered “safe” can cause changes in the biogenic neurotransmitters in the developing brain which may cause neurobehavioral defects like hyperactivity and other cognitive disorders. Albino Wistar rats were divided into the control and lead-treated groups. The control group was given unleaded water, while the lead-treated group was fed with 50 ppm lead acetate in drinking water. On day 45 the animals were subjected to a passive avoidance test, their blood analysed for ZPP and lead. They were then sacrificed and the neurotransmitters—Norepinephrine (NE) and its metabolite—methoxyhydroxyphenylglycol (MHPG) estimated in the brain areas associated with learning and memory—the frontal cortex, hippocampus and the striatum by HPLC-ECD. Our results showed significant increases in blood lead, NE and MHPG, while ZPP increase was insignificant. The rats showed neurobehavioral abnormalities as assessed by the passive avoidance test. We concluded that low blood levels of lead cannot be considered “safe” or “acceptable” as it causes neurotransmitter alterations. Increased NE turnover is implicated in hyperactivity disorders such as ADHD and Tourette syndrome.  相似文献   

Teacher education and the choice to enter the teaching profession: A prospective study     

Isabel Rots  Antonia Aelterman  Geert Devos  Peter Vlerick   《Teaching and Teacher Education》2010,26(8):1619-1629

This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance. Using path analysis and logistic regression, this model was tested in a sample of student teachers (n = 436), subsequently graduates (n = 251) of teacher training for secondary education. The results validate the relationship between teacher education variables and nearly graduates’ intention to enter the teaching profession. Furthermore, this intention proves an imperative predictor of graduates’ actual entrance.  相似文献