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Prior studies have shown that the variables described in the Opportunity–Propensity (O–P) Framework have successfully accounted for the mathematics and science achievement of students in grades 1–3 and 8–12. The two goals of the present study were to (1) determine whether the O–P Framework could also account for individual differences in the early mathematics skills of low-income, pre-kindergarten children and (2) determine whether latent variables constructed from measured variables would account for performance in the manner specified in the O–P model. The O–P Framework assumes that high achievement in mathematics is a function of three categories of factors: (a) antecedent factors, variables that operate early in a child’s life and explain the emergence of opportunities and propensities, (b) opportunity factors, variables that measure a child’s opportunity to learn mathematics content at home and school, and (c) propensity factors, variables that capture a child’s propensity for learning in terms of self-regulation, motivation, and prior cognitive skills. To test the fit of this model for low-income children during the year before they attend kindergarten, the authors conducted a secondary analysis of achievement and background data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort data set. Structural equation modeling indicated significant associations between the antecedent factor, opportunity factor, and propensity factor, and between the opportunity factor and pre-kindergarten mathematics achievement. The results confirmed the fit of the model and identified the kinds of learning experiences that could promote the acquisition of mathematics skills in low-income children and improve their readiness to learn in first grade and beyond. 相似文献
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Edwin Ewart Aubrey 《Religious education (Chicago, Ill.)》2013,108(10):1009-1013
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Aubrey H. Wang Janine M. Firmender Joshua R. Power James P. Byrnes 《Early education and development》2016,27(5):692-713
Research Findings: The early childhood years are critical in developing early mathematics skills, but the opportunities one has to learn mathematics tend to be limited, preventing the development of significant mathematics learning. By conducting a meta-analysis of 29 experimental and quasi-experimental studies that have been published since 2000, this study extends beyond prior evaluations of early mathematics programs for prekindergarten and kindergarten environments by quantifying program effectiveness in terms of effect sizes and examining 6 aspects of these programs. We found an overall moderate to large effect size. There was a tendency for programs to produce larger effects when they (a) targeted a single content strand, (b) presented content 120 to 150 min per week, (c) designed programs for the prekindergarten environment, (d) presented content individually to children, and (e) used researcher-made mathematics assessments. Practice or Policy: Early mathematics programs can be designed to be both developmentally appropriate and highly effective. The goal of this meta-analysis was to reveal these programs to early development and education professionals so that they understand some of the factors that might explain why some produced stronger effects than others. 相似文献
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Alliston K. Reid Sara E. Futch Katherine M. Ball Aubrey G. Knight Martha Tucker 《Learning & behavior》2017,45(1):62-75
We examined the controlling factors that allow a prompted skill to become autonomous in a discrete-trials implementation of Touchette’s (1971) progressively delayed prompting procedure, but our subjects were rats rather than children with disabilities. Our prompted skill was a left-right lever-press sequence guided by two panel lights. We manipulated (a) the effectiveness of the guiding lights prompt and (b) the presence or absence of a progressively delayed prompt in four groups of rats. The less effective prompt yielded greater autonomy than the more effective prompt. The ability of the progressively delayed prompt procedure to produce behavioral autonomy depended upon characteristics of the obtained delay (trial duration) rather than on the pending prompt. Sequence accuracy was reliably higher in unprompted trials than in prompted trials, and this difference was maintained in the 2 groups that received no prompts but yielded equivalent trial durations. Overall sequence accuracy decreased systematically as trial duration increased. Shorter trials and their greater accuracy were correlated with higher overall reinforcement rates for faster responding. Waiting for delayed prompts (even if no actual prompt was provided) was associated with lower overall reinforcement rate by decreasing accuracy and by lengthening trials. These findings extend results from previous studies regarding the controlling factors in delayed prompting procedures applied to children with disabilities. 相似文献
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Karey L. O’Hara C. Aubrey Rhodes Sharlene A. Wolchik Irwin N. Sandler Jenn Yun-Tein 《Child development》2021,92(4):1476-1493
In a sample of 559 children (ages 9–18), researchers investigated whether: (a) fear of abandonment mediated the association between postdivorce interparental conflict (IPC) and mental health problems, and (b) parent–child relationship quality moderated the association between IPC and fear of abandonment. Mediation analyses indicated that pretest IPC predicted fear of abandonment 3 months later, which then predicted child- and teacher-reported mental health problems 10 months later. The hypothesized protective effect of a high-quality parent–child relationship was not observed. IPC predicted fear of abandonment for all children, except for those with low- and moderate-quality father–child relationships, for whom IPC was not significantly related to fear of abandonment. Findings highlight the need to optimize child coping programs and improve parenting-after-divorce programs to reduce IPC. 相似文献
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Aubrey Scheopner Torres 《Journal of Educational Change》2012,13(1):117-154
High teacher attrition rates hinder schools in their ability to provide quality instruction. This study seeks to understand
why teachers leave early in their careers (within the first 5 years) using a mixed methods approach that combined 50 in-depth
interviews with 15 public and 10 Catholic school teachers in the United States who left early with statistical analyses of
public and Catholic school early leavers’ responses in the national Schools and Staffing and Teacher Follow-up surveys. This
study argues that to understand why teachers leave early requires examining teachers’ entire experiences throughout their
short time in the profession. A framework informed by sociocultural and commitment theories was developed through systematic
analysis of the interview and survey data providing a complex approach for examining the phenomenon of early leaving. Findings
suggest that teachers’ career decisions were influenced by the unique public and Catholic school cultures, as well as their
commitment to teaching, their teaching experiences, and their beliefs and values. Differences between public and Catholic
early leaver experiences are discussed. 相似文献
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