The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2     

Timmons  Kristy  Cooper  Amanda  Bozek  Emma  Braund  Heather 《Early Childhood Education Journal》2021,49(5):887-901

Early Childhood Education Journal - Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has become increasingly clear that physical...  相似文献   

The Role of Mindfulness,Self‐Compassion,and Emotion Regulation in Eating Disorder Symptoms Among College Students     

Lisa P. Meyer  Monica Leppma 《Journal of College Counseling》2019,22(3):211-224

Eating disorders often emerge, resurface, or worsen in individuals during college (National Eating Disorders Association, 2013), substantiating the need to identify protective factors. The relationship between mindfulness, self‐compassion, and emotion regulation and disordered eating was examined in a sample of 100 university students. Results of a path analysis indicated significant direct and indirect effects. Clinical implications and recommendations for future research are discussed.  相似文献   

A formula for a two‐dice horse race     

Joerg Meyer 《Teaching Statistics》2019,41(1):14-17

A formula is derived for a ‘two‐dice horse race’, in which two ordinary dice are thrown repeatedly and each time the sum of the scores determines which horse (numbered 2 to 12) moves forward one space. This paper answers a question posed in a former Teaching Statistics article, and demonstrates the value of simulation.  相似文献   

Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take?     

Charalambos?Y.?CharalambousEmail author  Heather?C.?Hill  Deborah?L.?Ball 《Journal of Mathematics Teacher Education》2011,14(6):441-463

Several studies have documented prospective teachers’ (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs’ learning to provide explanations. To address this gap, we trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. Consistent with prior research, our study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’ progress in providing explanations, thus providing existence proof that this practice is learnable. Using evidence from multiple sources, we also propose a component entailed in this learning—learning how to unpack one’s thinking through the use of representations as explanatory tools—and four factors associated with it, including PSTs’ subject-matter knowledge, active and deliberate reflection on practice, productive images for engaging in this work, and productive dispositions about engaging in this practice. We discuss the implications of our findings for teacher education and offer directions for future research.  相似文献   

The effects of background television on the toy play behavior of very young children   总被引：1，自引：0，他引：1  

Schmidt ME  Pempek TA  Kirkorian HL  Lund AF  Anderson DR 《Child development》2008,79(4):1137-1151

This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development.  相似文献   

The attitude towards nature,and incidence of sexual intimacy among students at a South African University     

Meyer JC  Le Roux JA 《Journal of sex education and therapy》1994,20(4):255-263

The authors, of the University of Stellenbosch, South Africa, surveyed 60 male university students of mean age 21.37 years and 79 female students of mean age 20.13 years with the goal of gaining insight into their sex behavior and their attitudes toward sexuality. The home language of 83% of the women and 85% of the men was Afrikaans, while the remaining subjects had English as a home language. One student was married, three were engaged to be married, and two lived together with a person of the opposite sex. 51 students were in steady relationships and 82 were single. 82% of the men and 90% of the women choose to have sex with someone of the same race. The study found a relatively low occurrence of sexual intercourse and promiscuity, and a very high percentage of subjects regarded themselves as heterosexual and as morally and religiously conservative. 97% of the men and 99% of the women regarded themselves as being heterosexual, and 3% of men and 1% of women regarded themselves as being bisexual. 6.6% of men and 1.34% of women, however, reported having had sexual contact with someone of the same sex. 37% of the men and 32% of the women reported having ever had sexual intercourse with a person of the opposite sex. These percentages are notably lower than those found by other investigators and the authors believe that a higher proportion of students at the university are actually sexually active than that suggested by this survey's findings. Among those sexually active, 17% of men and 18% of women were involved in sexual relationships with more than one partner. 68% of the sexually active men and women report using condoms often, 14% of men and 8% of women use contraceptives on an irregular basis, and 18% of men and 25% of women never use contraceptives. The birth control pill and condom were the most widely used methods. 85% of men and 86% of women felt that both partners should be responsible for taking precautions against unwanted pregnancy. These findings indicate that the overwhelming majority of subjects in this study are not at high risk for contracting AIDS.  相似文献   

Investigating Maternal Self-Efficacy and Home Learning Environment of Families Enrolled in Head Start     

Kathryn Elizabeth Bojczyk  Heather Rogers Haverback  Hye K. Pae 《Early Childhood Education Journal》2018,46(2):169-178

The aim of this study was to examine the relationships between mothers’ self-efficacy beliefs, their preschool children’s home learning environments, and literacy skills. A sample of 112 mother–child dyads was recruited from Head Start centers in rural and urban communities. The measures included maternal self-efficacy and maternal perceptions of child’s readiness to read as well as the Stipek Home Learning Activities (SHLA) scale, Home-Learning Environment Profile (HLEP), and the Stony Brook Family Reading Survey (SBFRS). Modeling path analysis was performed. Model fit indices indicated that the resulting model was a good fit for the data. Concerning the direct effects of maternal self-efficacy on home learning environment, positive significant effects for the SHLA measure as well as the HLEP were found. However, no direct effect was found with regard to maternal self-efficacy on SBFRS indicating evidence for the domain specificity of efficacy beliefs. Implications of the study include findings that higher maternal self-efficacy is related to creating a more positive home learning environment. Additionally, higher maternal perceptions of child readiness to read mediates the relationships between higher maternal self-efficacy and a more positive home literacy environment. Moreover, these findings highlight the link between home learning environment and children’s receptive vocabulary skills.  相似文献   

Technology affordances: the 'real story' in research with K-12 and undergraduate learners     

Kay J. Wijekumar  Bonnie J.F. Meyer  Diane Wagoner  Lon Ferguson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):191-209

Computer technologies for learning environments have been introduced with great expectations for improved learning outcomes. However, the great improvements have not materialised; some of these extant studies are examined. Of all the explanations for these disappointing results, the least examined are the affordances of the computer tools. This paper provides a rationale for studying affordances and presents two studies in K‐12 and undergraduate settings showing how powerful affordances are in affecting outcomes. Finally, the paper presents guidelines on how to gradually move students from a game affordance of a computer to a learning mode.  相似文献   

Maternal parenting and children's conscience: early security as moderator   总被引：1，自引：0，他引：1  

Kochanska G  Aksan N  Knaack A  Rhines HM 《Child development》2004,75(4):1229-1242

Socialization research is shifting from direct links between parenting and children's outcomes toward models that consider parenting in the context of other factors. This study proposed that the effects of maternal responsive, gentle parenting on child conscience are moderated by the quality of their relationship, specifically, early security. A 2-process model of early conscience development was proposed and confirmed in this longitudinal study. The child's security and trust in the caregiver, assessed at 14 months in the Strange Situation, rendered him or her receptive and eager to accept the caregiver's socialization agenda. That early security then enhanced the effectiveness of parental adaptive parenting style, observed from 14 to 45 months, in terms of promoting conscience at 56 months, which encompassed moral conduct, moral cognition, and moral self.  相似文献   

STEM in England: meanings and motivations in the policy arena     

Vicky Wong  Justin Dillon  Heather King 《International Journal of Science Education》2016,38(15):2346-2366

STEM, an acronym for Science, Technology, Engineering and Mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation together with semi-structured interviews with key contributors to the science and mathematics education discourse. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger-advantage dichotomy to participation in STEM being perceived by the mathematics educators. Early aims of the STEM agenda, including increasing diversity, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.  相似文献