Attachment for Infants in Foster Care: The Role of Caregiver State of Mind   总被引：1，自引：0，他引：1  

Mary Dozier  K. Chase Stoval  Kathleen E. Albus  & Brady Bates 《Child development》2001,72(5):1467-1477

The concordance between foster mothers' attachment state of mind and foster infants' attachment quality was examined for 50 foster mother-infant dyads. Babies had been placed into the care of their foster mothers between birth and 20 months of age. Attachment quality was assessed between 12 and 24 months of age, at least 3 months after the infants' placement into foster care. The two-way correspondence between maternal state of mind and infant attachment quality was 72%, kappa = .43, similar to the level seen among biologically intact mother-infant dyads. Contrary to expectations, age at placement was not related to attachment quality. Rather, concordance between maternal state of mind and infant attachment was seen for relatively late-placed babies, as well as early placed babies. These findings have two major implications. First, following a disruption in care during the first year and a half of life, babies appear capable of organizing their behavior around the availability of new caregivers. Second, these data argue for a nongenetic mechanism for the intergenerational transmission of attachment.  相似文献   

Staff development for raising attainment: a practitioner's view of what works     

Sharon Bates  Laura Watt 《Education 3-13》2016,44(1):44-52

ABSTRACT

This paper offers a practitioner's view of how continuing professional development (CPD) can help raise achievement in schools. It is one of four papers in this issue linked to a research project in Stoke-on-Trent seeking to raise attainment in schools in deprived communicates. Based on over 20 years’ experience working in and with different schools in the UK, this paper frames a head teacher's perspective, outlining seven strategies she believes are key to improving school performance. These strategies are providing CPD opportunities to all staff rather than just those involved in teaching, planning CPD activities in the light of school development priorities, mentoring and coaching between staff, forming inter-school networks and partnerships, team teaching, peer review and continual assessment of CPD impact.  相似文献   

Research as a model for university teaching   总被引：1，自引：0，他引：1  

Bruce M. Shore  Susan Pinker  Mary Bates 《Higher Education》1990,19(1):21-35

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Changes in the relation of self-efficacy beliefs and behaviors across development     

Davis-Kean PE  Huesmann LR  Jager J  Collins WA  Bates JE  Lansford JE 《Child development》2008,79(5):1257-1269

Many social science theories that examine the connection between beliefs and behaviors assume that belief constructs will predict behaviors similarly across development. Converging research implies that this assumption may not be tenable across all ages or all belief constructs. Thus, to test this implication, the relation between behavior and beliefs about the self was examined in 2 independent data sets with 2 different constructs: aggression and achievement. The respondents were 6-18 years of age and predominately Caucasian. Results using quasi-simplex structural equation models suggest that self-beliefs become more strongly related to behavior as children grow older independent of the reliability of the measures used. Possible limitations in the use of self-report methodology with young children are discussed.  相似文献   

Yochai Benkler. The Wealth of Networks: How Social Production Transforms Markets and Freedom.     

Benjamin J. Bates 《Journal of Media Economics》2013,26(2):161-165

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Changing cultures in higher education: moving ahead to future learning     

Tony Bates 《Distance Education》2011,32(1):143-148

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The Influence of Teacher Development on Secondary Content Area Supervision Among Preservice Teachers     

Mary D. Burbank  Alisa Bates  Udita Gupta 《The Teacher Educator》2013,48(1):55-69

This study addresses the issues and challenges faced by university supervisors when providing content-specific and general pedagogical feedback to preservice teachers. Study data highlight the perspectives of six preservice teachers as they reflect on their supervisory experiences over the course of a licensure year. Survey, interview, and written observation data from preservice teachers and university supervisors reveal the influence of teacher development and content area conventions on how preservice teachers view their teaching abilities and their expectations of university supervisors. Findings will inform how others may approach mentoring, support, and the evaluation of beginning teachers.  相似文献   

The Effects on the Structure of Young Children's Written Narrative of Using a Sequence of Pictures or a Single Picture as a Stimulus     

Lindy Bates 《Literacy》1991,25(3):2-10

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The strategic importance of information policy for the contemporary neoliberal state: The case of Open Government Data in the United Kingdom   总被引：1，自引：0，他引：1  

Jo Bates 《Government Information Quarterly》2014

The article analyses the role of Open Government Data policy as part of the broader public policy agenda of the UK government. A thematic analysis of interview, observational and policy documentation is presented which suggests that since 2010 the Open Government Data agenda has been used strategically by the UK's centre-right coalition government to progress a range of controversial policies, which are aimed at the continuation of the neoliberal form of state through its current crisis. Specifically, the relationship between Open Government Data policy and the neoliberal objectives of the marketisation of public services and privatisation of public assets, the leveraging of financial markets and the pharmaceutical industry, and the embedding of OGD into a broader agenda aimed at rebuilding trust in political elites are analysed. These findings are examined in relation to Braman's (2006, 2011) arguments regarding the strategic implementation of information policy by Governments in the exercising of state power, and the development of the ‘informational state’.  相似文献   

What response rates are needed to make reliable inferences from student evaluations of teaching?     

Abdel Azim Zumrawi  Simon P. Bates 《Educational Research and Evaluation》2014,20(7-8):557-563

This paper addresses the determination of statistically desirable response rates in students’ surveys, with emphasis on assessing the effect of underlying variability in the student evaluation of teaching (SET). We discuss factors affecting the determination of adequate response rates and highlight challenges caused by non-response and lack of randomization. Estimates of underlying variability were obtained for a period of 4?years, from online evaluations at the University of British Columbia (UBC). Simulations were used to examine the effect of underlying variability on desirable response rates. The UBC response rates were compared to those reported in the literature. Results indicate that small differences in underlying variability may not impact desired rates. We present acceptable response rates for a range of variability scenarios, class sizes, confidence level, and margin of error. The stability of estimates observed at UBC, over a 4-year period, indicates that valid model-based inferences of SET could be made.  相似文献