The quality and frequency of mother-toddler conflict: links with attachment and temperament.     

Deborah Laible  Tia Panfile  Drika Makariev 《Child development》2008,79(2):426-443

The goal of this study was to examine the links among attachment, child temperament, and the quality and frequency of mother-toddler conflict. Sixty-four mothers and children took part in a series of laboratory tasks when the child was 30 months of age and an audiorecorded home observation when the child was 36 months of age. All episodes of conflict were identified from the videotapes/audiotapes, transcribed, and coded for conflict strategies, resolution, and themes. Mothers also completed measures of attachment security and child temperament. Concurrent attachment security was related to the quality of mother-toddler conflict (including resolution, justification, and compromise) at both periods but not to the frequency of conflict. In addition, aspects of child temperament (i.e., negative reactivity and activity level/impulsivity) were related to both the quality and the frequency of mother-toddler conflict.  相似文献   

Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments     

Roger Bruning  Kamau O. Siwatu  Xiongyi Liu  Lisa M. PytlikZillig  Christy Horn  Stephanie Sic  Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.  相似文献   

Co-constructors of data,co-constructors of meaning: Teacher professional development in an age of accountability     

Leyton M. Schnellert  Deborah L. ButlerStephanie K. Higginson 《Teaching and Teacher Education》2008

This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives.  相似文献   

Seeing the Forest and the Trees: Comparison of Two IRTree Models to Investigate the Impact of Full Versus Endpoint-Only Response Option Labeling     

Elisabeth M. Spratto  Brian C. Leventhal  Deborah L. Bandalos 《Educational and psychological measurement》2021,81(1):39

In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported.  相似文献   

Scientists as consultants to industry in a developing country: An analysis of their roles and economic effectiveness     

Deborah Avriel 《Research Policy》1981,10(3):244-259

Twenty-six consultant-assisted development projects were studied within the pharmaceutical industry in Israel. They were selected at random; some were successful and some were not. The work of the academic scientific consultants has been closely followed. It was found that their task is more to respond to the problems of management than to introduce new ideas. The academic consultant's main contribution was the transfer of existing published knowledge in a format applicable to practice. In addition, however, the consultant had to supply know-how on and supervision of work carried out within the academic institutions, utilizing the resources of the latter which are much more sophisticated than those of the industry of a developing country. The economic value of consultancy in coupling university and industry is also estimated. It was shown that in a developing country - where the size of the pharmaceutical industry is relatively small - the task of the consultant is more than that of an expert specialist: he is a valuable instrument of communication, information and implementation as well.  相似文献   

Gender sensitivity and the drive for IT: Lessons from the NetCorps Jordan Project   总被引：1，自引：0，他引：1  

Deborah L. Wheeler 《Ethics and Information Technology》2006,8(3):131-142

This article uses the NetCorps Jordan project as a case study of the ways in which Information Technology transforms social and economic life at the grass roots. Particular attention is paid to the role of gender in shaping such processes. In the end, this essay explores the motivations, the hopes and the results of one Arab country’s IT4 D experiment using the narratives of the participants as a guide. It is clear from the analysis below that culture, context and gender play a significant role in who gets to do what with IT.  相似文献   

Becoming family literacy advocates in early childhood programs     

Deborah L. Wolter 《Early Childhood Education Journal》1995,23(2):89-91

New emphasis on emergent literacy and whole language approaches allows early childhood professionals more flexibility in responding to and supporting a family's definition of literacy. This article offers three keys to becoming sensitive family-literacy advocates in early childhood programs. Recognizing that family literacy is highly individualized and providing nonjudgmental and confidential support are crucial. The strengths and abilities of children and families, regardless of their current literacy level or educational priorities, are emphasized.  相似文献   

General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

The Research and Development in Organisations Approach and the Evaluation of a Mainstream Behaviour Support Initiative     

Paul Timmins  Deborah Shepherd  Tom Kelly 《Educational Psychology in Practice》2003,19(3):229-242

This paper describes the evaluation of a local authority behaviour support initiative that involved the re-location of four behaviour support teachers from pupil referral units into three mainstream secondary schools to work with pupils at risk of exclusion. The evaluation was largely illuminative (Parlett, 1981) and focused on the effect of changing off-site behaviour support to in-school support. The research approach taken incorporated a Co-operative Inquiry strand (Heron, 1996) where researchers and behaviour support teachers worked together to design major aspects of the research process. This enabled research outcomes to inform educational practice, and gave a reflective, formative aspect to the study. The overall approach to the design of the study was informed by the Research and Development in Organisations (RADIO) model developed by Knight and Timmins (1995). The application of this approach in the context of the study is described along with a brief account of the findings. Finally, brief comment is made on the way in which the RADIO approach might contribute to educational psychologists' work at the local education authority and whole school levels.  相似文献   

Missing in Measurement: Why Identifying Learning in Integrated Domains Is So Hard     

Bortz  Whitney Wall  Gautam  Aakash  Tatar  Deborah  Lipscomb  Kemper 《Journal of Science Education and Technology》2020,29(1):121-136

Journal of Science Education and Technology - Integrating computational thinking (CT) and science education is complex, and assessing the resulting learning gains even more so. Arguments that...  相似文献