Cumulative Risk,the Mother–Child Relationship,and Social-Emotional Competence in Latino Head Start Children     

Maria Martí  Albert Bonillo  Maria Claustre Jané  Elisa M. Fisher  Helena Duch 《Early education and development》2016,27(5):590-622

Research Findings: Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed.  相似文献   

Francophonie An Alternative Education for Globalisation     

Elisa Gavari  Starkie 《美中教育评论》2011,(4):519-525

  相似文献   

Architectural Support for Context-Aware Mobile Learning Applications     

Kumar  Bimal Aklesh  Sharma  Bibhya  Nakagawa  Elisa Yumi 《Education and Information Technologies》2022,27(3):3723-3741

Education and Information Technologies - Context-aware mobile learning applications provide learning materials to suit the needs of individual learners. Despite several applications developed,...  相似文献   

Transformation of classroom spaces: traditional versus active learning classroom in colleges     

Elisa L. Park  Bo Keum Choi 《Higher Education》2014,68(5):749-771

Educational environment influences students’ learning attitudes, and the classroom conveys the educational philosophy. The traditional college classroom design is based on the educational space that first appeared in medieval universities. Since then classrooms have not changed except in their size. In an attempt to develop a different perspective of educational environment, a new design of classroom, the active learning classroom (ALC), was established at SoongSil University in Korea. Two questionnaire surveys were conducted for diagnosing the educational effects of students’ learning in the ALC and comparing the results with those obtained regarding the traditional classroom. The result proved the existence of a ‘golden zone’ and a ‘shadow zone’ in the traditional classroom, which discriminate students’ learning experiences depending on seating positions. On the contrary, the ALC did not produce such positional discrimination. Students perceived the ALC environment as more inspirational, especially in regards to active class participation. Students with more emphasis on academic achievement showed greater tendency to share information and to create new ideas in the ALC. However, in the traditional classroom setting, only students with high GPAs were more motivated to learn while the gap in learning attitudes was offset in the ALC setting. In-depth discussions about research findings were undertaken and four suggestions were provided in support of school administrators and relevant institutional personnel, faculty members, and researchers for future utilization of the ALC.  相似文献   

Predicting writing skill development with word recognition and preschool readiness skills     

Mäki  Hanna S.  Voeten  Marinus J.M.  Vauras  Marja M.S.  Poskiparta  Elisa H. 《Reading and writing》2001,14(7-8):643-672

In this longitudinal study, the writing skill development of154 Finnish-speaking children was followed from preschool to thethird grade. The focus was on predictive associations betweenpreschool writing readiness skills and later mechanics ofwriting, as well as between word recognition skill, mechanics ofwriting, and composition coherence. In addition, comparisons weremade between boys and girls to see to what extent writing skilldevelopment is gender-specific. Multi-group structural equationmodeling was used for statistical analysis. The results indicatedthat both mechanics of writing and composition coherence could bepredicted from performance on the same skill at an earlier pointin time. Preschool measures of phonological and visual-motorskills predicted later mechanics of writing. Word recognitionworked as a predictor of later mechanics of writing andcomposition coherence, but only starting from second grade, whenthe development of the word recognition skill had becomestabilized at a high enough level. Furthermore, first grademechanics of writing predicted second grade compositioncoherence, but only at this early stage of productive writingwhen there were still difficulties in the mechanics of writing.Girls were better at tasks measuring mechanics of writing andwrote more coherent stories than boys. The gender difference inthe mechanics of writing at the first grade level was explainedby the presented model. Educational implications were discussed.  相似文献   

The International Baccalaureate Diploma Programme in Mexico as preparation for higher education     

Anna Rosefsky Saavedra  Elisa Lavore  Georgina Flores-Ivich 《Compare》2016,46(3):344-368

In this study we analyse the relationship between Mexican students’ enrolment in the International Baccalaureate (IB) Diploma Programme (DP) and their college preparedness using a case-study methodology. We found that from the Mexican schools that offer the IB DP, most IB students are fairly successful in their college applications, such that the majority enrols at among the most well-regarded post-secondary institutions in Mexico. The possibility that IB DP grades and/or examination records might help boost students’ college admissions options does not seem to be a primary motivating factor for students’ IB DP enrolment. Rather, we found that students enrol in the IB DP because they think it will help prepare them to successfully handle college-level work. Students and educators believe that various aspects of the IB DP prepare them for college-level work, including the Theory of Knowledge course, the Extended Essay and the Creativity, Action and Service programme.  相似文献   

Computational thinking in compulsory education: a survey study on initiatives and conceptions     

Caeli  Elisa Nadire  Bundsgaard  Jeppe 《Educational technology research and development : ETR & D》2020,68(1):551-573

Educational technology research and development - This article communicates the results of a Danish survey study conducted in 2018 that aimed to examine initiatives relating to computational...  相似文献   

Promotion of participation and mediation in multicultural classrooms     

Claudio Baraldi  Elisa Rossi 《Irish Educational Studies》2013,32(3):383-401

This essay presents the theoretical framework and main results of a research on intercultural mediation which has been performed in eight multicultural classrooms of Italian secondary schools. Intercultural mediation is conceived as a form of dialogic communication which should empower empathic and equal relationships between the participants by changing the existent negative patterns (dialogic mediation). The empirical features of mediation have been investigated in the interactions between mediators and adolescents in the selected classrooms. The analysis demonstrated that some dialogic actions were effective in empowering students’ personal expressions, promoting effective reflections and new narratives about their relationships, and management of their conflicts. Two limitations of dialogic mediation emerged from the analysis: (1) dialogic actions were always effective in demonstrating mediators’ involvement and coordination with students, but they were only occasionally effective in promoting dialogue among students; (2) promotion of active participation was more frequently successful than coordination of reflection and conflict management.  相似文献   

Analysis of Korean students’ international mobility by 2-D model: driving force factor and directional factor     

Elisa L. Park 《Higher Education》2009,57(6):741-755

The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s higher education institutions that can be incorporated into their recruitment strategies for international students.

Elisa L. ParkEmail:

  相似文献   

Nanoparticle image velocimetry at topologically structured surfaces     

Gea O. F. Parikesit  Jeffrey S. Guasto  Salvatore Girardo  Elisa Mele  Ripalta Stabile  Dario Pisignano  Ralph Lindken    Jerry Westerweel 《Biomicrofluidics》2009,3(4)

Nanoparticle image velocimetry (nano-PIV), based on total internal reflection fluorescent microscopy, is very useful to investigate fluid flows within ∼100 nm from a surface; but so far it has only been applied to flow over smooth surfaces. Here we show that it can also be applied to flow over a topologically structured surface, provided that the surface structures can be carefully configured not to disrupt the evanescent-wave illumination. We apply nano-PIV to quantify the flow velocity distribution over a polydimethylsiloxane surface, with a periodic gratinglike structure (with 215 nm height and 2 μm period) fabricated using our customized multilevel lithography method. The measured tracer displacement data are in good agreement with the computed theoretical values. These results demonstrate new possibilities to study the interactions between fluid flow and topologically structured surfaces.  相似文献