Reconsidering SES and gender divides in literacy achievement: are the gaps across social class and gender necessary?     

Tarja Raag  Karen Kusiak  Meredith Tumilty  Anna Kelemen  Hilana Bernheimer  Jessica Bond 《教育心理学》2011,31(6):691-705

This study evaluated factors within families that enhance kindergarten reading readiness of children and are also linked to maternal education (a common proxy for SES). We were interested in identifying factors that would be more accessible to families and school administrators as sources of potential change than broad and un-malleable reflections of socio-economic status. Consistent with current research, we found that maternal education had a broad impact on the reading readiness of children. Maternal education was linked to the amount of time children spent with non-literary media (television, computers, videos, video games). Re-running analyses using time with media as a covariate resulted in reduced differences in reading outcomes of children as a function of maternal education. Effects of maternal education were reduced by the end of the kindergarten year, indicating that literacy programming implemented by the school was successful in closing this academic gap.  相似文献   

Developing relationships, being cool, and not looking like a loser: social goal orientation predicts children's responses to peer aggression     

Rudolph KD  Abaied JL  Flynn M  Sugimura N  Agoston AM 《Child development》2011,82(5):1518-1530

This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = .34) were followed from 2nd to 3rd grades. Validity of the social goal orientation construct was established through correlations with situation-specific goals and social adjustment. Development goals predicted adaptive responses (more effortful engagement, problem solving, advice seeking; fewer involuntary responses); demonstration goals predicted maladaptive responses (less effortful engagement, problem solving; more disengagement, retaliation). This study contributes to theoretical understanding of the process of peer aggression and interventions to promote optimal social health.  相似文献   

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction     

Karen D. K?nings  Saskia Brand-Gruwel  Jeroen J. G. van Merri?nboer 《Instructional Science》2011,39(5):737-762

Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.  相似文献   

Baby carriage: infants walking with loads     

Garciaguirre JS  Adolph KE  Shrout PE 《Child development》2007,78(2):664-680

Maintaining balance is a central problem for new walkers. To examine how infants cope with the additional balance control problems induced by load carriage, 14-month-olds were loaded with 15% of their body weight in shoulder-packs. Both symmetrical and asymmetrical loads disrupted alternating gait patterns and caused less mature footfall patterns. Walking was most severely compromised by back loads. Infants with less walking experience, lower levels of walking proficiency, and chubbier body proportions were more adversely affected. In addition, infants displayed a unique postural response to asymmetrical loads. In contrast to older children and adults, infants leaned with loads rather than in the opposite direction to the loads. Findings are discussed in terms of development from accommodation to compensatory strategies.  相似文献   

Step 5: has clearly defined policies, procedures for collaboration, consultation, links to community resources: the coalition for improving maternity services:     

Salt K 《The Journal of perinatal education》2007,16(Z1):28S-31S

Step 5 of the Ten Steps of Mother-Friendly Care ensures that the hospital, birth center, or home birth service has clearly defined policies and procedures for collaborating and consulting with other maternity services and for linking the mother and baby to appropriate community services during both the prenatal and the postpartum periods. The rationales and evidence in support of this step are presented.  相似文献   

Contract cheating and assessment design: exploring the relationship     

Tracey Bretag  Rowena Harper  Michael Burton  Cath Ellis  Philip Newton  Karen van Haeringen 《Assessment & Evaluation in Higher Education》2019,44(5):676-691

This paper reports on findings from a large Australian research project that explored the relationship between contract cheating and assessment design. Using survey responses from 14,086 students and 1147 educators at eight universities, a multivariate analysis examined the influence of a range of factors on the likelihood that different assessment types would prompt considerations of contract cheating in students. Perceptions of likelihood were highest among students who speak a language other than English at home. Perceptions of likelihood were also higher among students who reported there to be lots of opportunities to cheat, and amongst students who were dissatisfied with the teaching and learning environment. Perceptions of likelihood for certain assessment types were also higher in commerce and engineering than in any other discipline. Overall, four assessment types were perceived by students to be the least likely to be outsourced, however these are also the least likely to be set by educators. The analysis indicates that educators are more likely to use these assessment tasks when they report positively on organisational support for teaching and learning.  相似文献   

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence     

Zhoc  Karen C. H.  Webster  Beverley J.  King  Ronnel B.  Li  Johnson C. H.  Chung  Tony S. H. 《Research in higher education》2019,60(2):219-244

Research in Higher Education - This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i)...  相似文献   

Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties     

Harris  Karen R.  Ray  Amber  Graham  Steve  Houston  Julia 《Reading and writing》2019,32(6):1459-1482

Reading and Writing - We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close...  相似文献   

Schools,student health and family welfare: Exploring teachers’ work as boundary spanners     

Louise McCuaig  Tony Rossi  Eimear Enright  Karen Shelley 《British Educational Research Journal》2019,45(5):1001-1020

Young people's health and welfare is an enduring, and sometimes contested, underpinning rationale for compulsory schooling. However, a contemporary culture of austerity and accountability has challenged the capacity of schools to address health-related agendas. This article reports on how four Australian teachers negotiate the network of partnerships within and beyond the school when attempting to solve their students’ particular health and welfare needs. Drawing on interview data collected as part of a larger government-funded project, we reveal the labour-intensive, typically risky and often emotionally charged nature of this work. To better understand this ‘health work’ we drew on the idea of ‘teacher as boundary spanner’ to get a clearer sense of the type of work undertaken within an education sector that operates under the conditions of what Fraser calls progressive neoliberalism. We conclude that there is a compelling need to better support those particular teachers who are, to all intents and purposes, human safety nets called upon to care for some of the most vulnerable children in our schools.  相似文献   

Delayed Disaster Impacts on Academic Performance of Primary School Children     

Lisa Gibbs  Jane Nursey  Janette Cook  Greg Ireton  Nathan Alkemade  Michelle Roberts  H. Colin Gallagher  Richard Bryant  Karen Block  Robyn Molyneaux  David Forbes 《Child development》2019,90(4):1402-1412

Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2–4 years after the disaster (n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.  相似文献