Understanding and Promoting Resilience in the Context of Adverse Childhood Experiences     

Mary A. Sciaraffa  Paula D. Zeanah  Charles H. Zeanah 《Early Childhood Education Journal》2018,46(3):343-353

Brain development in the early years is especially susceptible to toxic stress caused by adverse childhood experiences (ACEs). According to epigenetics research, toxic stress has the capacity to physically change a child’s brain and be hardwired into the child’s biology via genes in the DNA. The compelling nature of the impact of early adversity on later health and development has generated interest in protection against the impact of early adversity. Research highlights three interrelated “core protective systems” associated with positive adaptation. Early childhood educators are in a unique position to play a role in early identification of ACEs and to contribute to the development of protective skills. Adults within the early childhood education community can assist in increasing physical health and mental well-being for children who have encountered ACEs. Safe and healthy environments that allow the child to play, explore, and maximize his/her capacities are examples of how individual protective factors can be enhanced. Early childhood educators can support the child’s protective system by building the child’s personal attributes associated with resiliency, such as self-efficacy and self-regulation. Early childhood educators can provide a secure relationship, which is especially critical for children who have experienced trauma because it can provide extra support in times of stress. Additionally, by working collaboratively with parents, early childhood educators provide an additional layer of protection for children who experience adversity. Lastly, at the community level, early childhood educators can bring awareness to the public and private sectors by informing others of ACEs effect on early brain development and the link to later outcomes on individuals and society. Society is positively impacted when ACEs are reduced and individuals are raised in thriving families and communities.  相似文献   

More Than Fiber Distance education in Iowa   总被引：2，自引：1，他引：2  

Michael Simonson  Charles Schlosser 《TechTrends》1995,40(5):13-15

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Facilitating academic performance in college: understanding the role of clear and organized instruction     

Josipa Roksa  Teniell L. Trolian  Charles Blaich  Kathleen Wise 《Higher Education》2017,74(2):283-300

Extensive research on college impact has identified a range of practices that enhance students’ academic outcomes. One practice—clear and organized instruction—has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined—faculty interest in teaching and student development, academic motivation, and academic engagement—explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction.  相似文献   

Translating strategy,values and identities in higher education: the case of multi-campus systems     

Pinheiro  Rómulo  Charles  David  Jones  Glen 《Tertiary Education and Management》2017,23(1):1-4

Tertiary Education and Management -  相似文献   

How Mexican students perceive their classroom experience from their professors     

Bélanger  Charles  Longden  Bernard  Orozco Quijano  E. Patricia  Razmak  Jamil 《Tertiary Education and Management》2019,25(2):161-180

Tertiary Education and Management - What relationships exist between Mexican students and their professors? This paper compares student expectations with their experiences. This comparison is done...  相似文献   

Developmental Differences in Decoding the Meanings of the Appraisal Actions of Teachers     

Charles G. Lord  Kentaro Umezaki  John M. Darley 《Child development》1990,61(1):191-200

Teachers convey evaluations through such "appraisal actions" as ability versus effort attributions for children's performance, spontaneous displays of warmth versus matter-of-fact acceptance, and attention versus inattention. Some appraisal actions (e.g., ability-effort) require an understanding of multiplicative relations to arrive at an "adult" interpretation. Others (e.g., attention-inattention) do not. First through sixth graders watched videotaped scenes in which teachers attributed one child's performance to ability but chided another for lack of effort even though he had given an equivalent performance, hugged one child but not another for equivalent performance, and paid attention to one child's oral report but not another's. Younger students (ages 5-9 to 7-10) rated the ability-attributed and hugged children as smarter; older students (ages 9-9 to 11-10) rated the effort-attributed and unhugged children as smarter. In contrast, no age differences were found in decoding attention versus inattention. The results suggest that younger children use a different strategy in decoding the meanings of complex appraisal actions.  相似文献   

Conditioning history and inhibitory instrumental stimulus control: Independent-groups and within-subjects measures     

Stanley J. Weiss  Charles W. Schindler 《Learning & behavior》1985,13(3):215-222

The effects of excitatory conditioning history on establishing inhibitory stimulus control have been investigated in classical conditioning, but not in the free-operant paradigm. The present experiments address this question within the context of discriminated free-operant avoidance in which rats’ barpressing postponed shock. When a stimulus with only a history of signaling safety was combined, on a summation test, with a stimulus that maintained avoidance, avoidance rate was reduced, on average, by 60%. In comparison, after a stimulus acquired an excitatory free-operant avoidance history, nonreinforcement alone was not adequate to make it a predictable and effective inhibitor of avoidance on a summation test. These results, consistent with the classical conditioning literature, were produced by both between-group (Experiment 1) and within-subject (Experiment 2) comparisons. These findings are discussed in terms of (1) Konorski’s distinction between “primary” and “secondary” inhibitory stimuli, (2) the Rescorla-Wagner model, (3) the potential contribution of the “reinstatement of fear” to the outcome of summation tests, and (4) their implications for assaying the effectiveness of behavior-modification treatments of phobias.  相似文献   

Editor’s Notes     

Charles B. Hodges 《TechTrends》2016,60(6):521-521

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Web Browsers Take Another Step Forward     

Charles Edge  William Barker  Beau Hunter  Gene Sullivan 《TechTrends》2008,52(5):6-7

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Meeting the challenge of educational disadvantage: a case-study     

Charles Betty 《Education 3-13》2013,41(2):15-18

The author, a primary school headteacher and poet, offers some personal and practical advice for developing the use and joy in poetry within the classroom. He selects, as a form of case study, ideas and examples from his own school and from his work in other LEAs. The article also provides an extremely useful list of resources for teachers which will enable them to support their teaching of poetry and language skills.  相似文献