Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors          下载免费PDF全文

Amanda P. Williford  Jennifer LoCasale‐Crouch  Jessica Vick Whittaker  Jamie DeCoster  Karyn A. Hartz  Lauren M. Carter  Catherine Sanger Wolcott  Bridget E. Hatfield 《Child development》2017,88(5):1544-1553

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

Risk of Eating Disorders Among Female College Athletes and Nonathletes     

Ginger Kirk  Kusum Singh  Hildy Getz 《Journal of College Counseling》2001,4(2):122-132

This study compared the prevalence of eating disorder behaviors between female collegiate athletes (n = 206) and female college nonathletes (n = 197). Although female nonathletes had somewhat higher average scores on the Eating Attitudes Test 26, the proportion at risk for disordered eating was not different in the 2 groups. There was no significant difference among female athletes in different sports. Younger women were found to have more symptoms of disordered eating than did older women.  相似文献   

Evaluating the adolescent peer leader aids education project     

D. S. G. Carter 《The Australian Educational Researcher》1993,20(2):23-36

A group of peer leaders, together with members of their peer group(s) was identified using sociometric methods. Peer leaders participated in an intervention involving the acquisition of authentic health and sexuality knowledge; the development of social and interpersonal skills; valuing activities and outdoor education. On return to their school and homes, the peer leaders were monitored, together with previously identified members of their peer groups, in order to assess the extent to which peer leader influence diffused to the school community. An instrument was administered to the school population before and after the peer leader intervention in order to measure eight outcome variables of concern to teenagers regarding human relationships. Instrument scales were reduced using factor analytic procedures, and data were subjected to ANOVA. These suggested a modest transfer of peer leader influence to the school population occurred. The study has implications for health and human relations curricula.  相似文献   

Queering the Social Work Classroom: Strategies for Increasing the Inclusion of LGBTQ Persons and Experiences     

M. Alex Wagaman  Jama Shelton  Rebecca Carter 《Journal of Teaching in Social Work》2018,38(2):166-182

ABSTRACT

The inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice.  相似文献   

Analysis of behavioural responding across multiple instructional conditions for a child with childhood disintegrative disorder     

Stacy L. Carter  John J. Wheeler 《Journal of Research in Special Educational Needs》2007,7(3):137-141

The effects of multiple instructional conditions on self-injury/aggression and on-task behaviours were assessed with a 9-year-old boy diagnosed with childhood disintegrative disorder. Behavioural responses were assessed as part of an educational evaluation to determine the occurrence of target behaviours in relation to varying degrees of educational support. Self-injury/aggression and task engagement were assessed across baseline conditions and instructional conditions involving pre-session access to preferred items, followed by systematic presentation of work tasks with contingent reinforcement and auditory cueing. Results indicated an increase in task engagement and a decrease in the target behaviours from baseline across subsequent conditions. This study lends support for directly assessing the efficacy of specific potential instructional support as a means of developing individualised treatment packages for learners with childhood disintegrative disorder.  相似文献   

Public opinion on school choice: The Detroit metropolitan area     

John M. Strate  Carter A. Wilson 《The Urban Review》1993,25(2):123-137

This paper analyzes public opinion on the issue of school choice using telephone survey data from the Detroit metropolitan area. Four choice plans are examined: within-district, cross-district, statewide, and tax-credit. There is substantial support for school choice, the level of support varying with the expansiveness of the choice plan, the geographical area, and the race of the respondent. Overall, the residents of the Detroit metropolitan area, as elsewhere in the United States, are receptive to the idea of school choice, despite the area's history of extreme racial segregation.This paper uses data from the Detroit Metropolitan Area Public Policy Survey (DMAPPS) II Study that was funded and conducted by the College of Urban, Labor, and Metropolitan Affairs of Wayne State University. The authors gratefully acknowledge the support and assistance of the college and its staff: Sue Marx Smock, Dean; Larry Ledebur, Director of the Center for Urban Studies; Neva Nahan, Director of Survey Operations; Melissa Motchall; and Amy Lobsiger.  相似文献   

Listening to the voices of children: an illuminative evaluation of the teaching of early reading in the light of the phonics screening check     

Jane Carter 《Literacy》2020,54(1):49-57

The phonics screening check (PSC) was introduced in England in 2012 for children in Year 1. There have been criticisms in relation to its reliability and appropriateness as an assessment tool for early reading although supporters of the PSC see it as a valuable tool in securing progress in reading. The DfE‐funded evaluation concluded, however, that it “did not find any evidence of improvements in pupils' literacy performance, or in progress, that could be clearly attributed to the introduction of the PSC”. This article reports some of the findings from a doctoral study that sought to illuminate the voices of those most affected by the PSC: children in Year 1 and their teachers. The study used an illuminative evaluation methodology (Kushner, 2017) and focused on a range of schools in a large city, selected for their diversity in relation to attainment data (PSC and reading) and socio‐economic status. The findings demonstrate the negative backwash from the assessment process which has influenced the way that phonics is taught and so raises some questions for teachers and policy‐makers about the approach to the teaching of early reading in the light of the PSC.  相似文献   

Was This Guild Made for You and Me?: A Dialogue     

Christine J. Hong  Anne Carter Walker 《Religious education (Chicago, Ill.)》2020,115(1):61-69

Abstract

This is a co-written narrative essay about our lives as religious educators in white-dominant spaces of education and educational structures. This co-narrative expression embodies for us the different ways that People of Color and Women of Color have to function as part of the guild and as part of honoring our vocational commitments to anti-colonialism and anti-racism.  相似文献   

The Social Skills and Social Status of Mainstreamed Students with Intellectual Disabilities     

Coral Kemp  Mark Carter 《教育心理学》2002,22(4):391-411

This paper reports on the social skills and social status of 22 students with mainly moderate intellectual disabilities who had received an inclusive preschool intervention and were subsequently followed up from 18 months to more than five years later in their mainstream classrooms. Measures included direct assessment of social interaction in the playground, social status obtained by interviewing classmates, and the ratings of classroom teachers, parents and school principals. Large differences were found between the students with disabilities and their typical peers for amount of time spent interacting with peers and amount of time spent in isolation, with a moderate difference found for interactions with teachers. However, no difference was found between the social status of the two groups, and the students with disabilities were still spending more than half their time in the playground interacting with typically developing peers. Parents generally rated their children as having better social skills than did principals or teachers. A moderate relationship was found between the direct measures of peer interactions and teachers' perceptions of peer interaction skills. The relationships between the parents' and principals' perceptions of peer interaction and direct measures of the interaction were only small. Some of the implications of these findings for integrating students into mainstream schools and classes are discussed.  相似文献   

Social Construction of Computer Experience in a First-Grade Classroom: Social Processes and Mediating Artifacts     

X. Christine Wang  Cynthia Carter Ching 《Early education and development》2003,14(3):335-362

Based on a Vygotskian perspective, as well as a broader socio-cultural perspective, we propose a transactional model of social processes and artifacts to investigate young children's social construction of their computer experience. An ethnographic study was conducted in a first-grade classroom at a public school located in a Midwest town. A grounded-theory approach was used to analyze video, field notes, interviews, and artifacts. The results indicate that young children constantly negotiate between their own individual and collective goals in the classroom and the affordances of the environment, as they create their own definition of computer use while simultaneously conforming to the rules set by the teacher. The artifacts students use—the computer, a timer, and waiting lists—both enable and challenge children's social negotiation. In this negotiation process, children socially construct not only their computer experience, but also their early school experience on a whole. The transactional model provides a useful theoretical framework to study children's social practice as well as practical suggestions for teachers to optimize students' collaborative interaction.  相似文献