CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism     

Raver CC  Jones SM  Li-Grining C  Zhai F  Bub K  Pressler E 《Child development》2011,82(1):362-378

Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.  相似文献   

Collaboration in the assessment and diagnosis of preschoolers: Challenges and opportunities     

Karen Moran Finello 《Psychology in the schools》2011,48(5):442-453

The preschool assessment and diagnostic process offers many opportunities for collaboration across disciplines that can enrich the professional's understanding of the young child. This article addresses the advantages and complexities of such collaboration including opportunities for infusing collaboration across the multiple steps of assessment. Challenges commonly seen in a collaborative process, involving issues of time, decisions regarding diagnosis and recommended interventions, shared responsibilities, conflict across disciplines, and the need for administrative support, are explored. Special issues around creating meaningful partnerships with families are examined with attention to fully including families at whatever level they are comfortable. Finally, trends in consultation and collaboration that require the specialized expertise of preschool psychologists are described, along with promising models of training that incorporate collaboration, consultation, and policy work into the pre‐service experience. © 2011 Wiley Periodicals, Inc.  相似文献   

Identifying and predicting problem behavior trajectories among pre-school children investigated for child abuse and neglect     

Woodruff K  Lee B 《Child abuse & neglect》2011,35(7):491-503

Objective

Young children involved with child welfare services are at high risk for behavior problems. This study aims to identify externalizing behavior paths that preschoolers in this high-risk population follow over a 6 year period, and the predictors of membership in normative and problematic pathways.

Methods

Using data from the National Study of Child and Adolescent Well-being (NSCAW), the sample included 246 4-year-olds who remained home after investigation. Latent class growth analysis (LCGA) was used to estimate the number, size, and shape of subgroups of preschoolers following distinct behavioral pathways. Early predictors of membership in the resulting groups were then examined.

Results

Four groups of preschool children following distinct behavior trajectories over 6 years were identified. Weighted results show that more than half (61%) of the children followed a low/normal problem behavior trajectory while just over one tenth (12%) were on a persistent high trajectory, remaining in the clinical range throughout the study. Improving (23%) and worsening (4%) problem behavior groups were also identified. Internalizing problems, attention problems, child ethnicity, and maltreatment type reported at age 4 predicted membership in the trajectory groups.

Conclusions

Internalizing behavior problems and maltreatment type may distinguish preschool children who are more likely to experience worsening or persistent problematic externalizing behaviors from those likely to follow a normal behavior trajectory.

Practice implications

Identifying early indicators of externalizing behavior problems and addressing them with evidence-based interventions to reduce negative behaviors may avert long-term negative outcomes.  相似文献   

Designing biomimetic robots: iterative development of an integrated technology design curriculum     

Bernstein  Debra  Puttick  Gillian  Wendell  Kristen  Shaw  Fayette  Danahy  Ethan  Cassidy  Michael 《Educational technology research and development : ETR & D》2022,70(1):119-147

Educational technology research and development - In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking,...  相似文献   

The Importance of Implementation Fidelity Data for Evaluating Program Effectiveness          下载免费PDF全文

Rochelle Fisher  Kristen Smith  Sara Finney  Kathryn Pinder 《About Campus》2014,19(5):28-32

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Figures of Speech as Persuasive Strategies in Early Commercial Communication: The Use of Dominant Figures in the Raleigh Reports About Virginia in the 1580s     

Michael G. Moran 《Technical Communication Quarterly》2005,14(2):183-196

During the mid-1580s Sir Walter Raleigh, operating under letters patent of Queen Elizabeth, supported two major voyages to establish an initial colony in Virginia. These two voyages produced three major commercial reports that evaluated the economic potential of the region for English colonists and merchants. The reports, written by Arthur Barlowe, Ralph Lane, and Thomas Hariot, represent the beginnings of American commercial communication in English. Using Kenneth Burke's idea of the four major tropes, this article develops the notion of the “dominant figure”—a figure of speech that serves to focus a report's rhetorical power—to analyze the persuasive effects of these reports.  相似文献   

The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools     

Davis KS  Burgeson CR  Brener ND  McManus T  Wechsler H 《Research quarterly for exercise and sport》2005,76(2):202-211

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.  相似文献   

“审美意识形态论”合法性的历史生成     

张默然 《重庆广播电视大学学报》2010,22(4):57-60

20世纪80年代初,＂审美意识形态论＂甫一提出,其内部就存在逻辑断裂,其精神建构亦具有悖反性。然而,经过历次论争,并随着时代语境的变迁和学术视阈的开拓,＂审美意识形态论＂的合法性逐步得以生成。  相似文献   

A review of literacy frameworks for learning environments design     

Kristen Radsliff Rebmann 《Learning Environments Research》2013,16(2):239-257

This article charts the development of three literacy research frameworks: multiliteracies, new literacies, and popular literacies. By reviewing the literature surrounding three current conceptions of literacy, an attempt is made to form an integrative grouping that captures the most relevant elements of each for learning environments design. Rather than showcasing the merits and weaknesses of each perspective (resulting in theoretical ‘winners and losers’), the frameworks are used to derive a core set of principles which might inform the design of interventions and artifacts to promote learning within informal learning environments for youth. These principles include exploring lifeworlds, recognising sources of power, multimodality, intertextuality, play and popular culture, design and production, and changing roles for adults.  相似文献   

How different are they? A comparison of Generation 1.5 and international L2 learners’ writing ability     

Kristen di Gennaro 《Assessing Writing》2013,18(2):154-172

A growing body of literature in second-language writing suggests that the writing ability of international second language (L2) learners, who attend post-secondary education abroad after having completed high school in their home countries, and the so-called Generation 1.5 population, that is, L2 learners who enter post-secondary education after attending high school in the new country, differs. The present study provides much-needed empirical evidence concerning potential differences in the writing ability of these two groups. Many-facet Rasch measurement procedures were used to analyze learners’ writing scores in five components, based on a theoretical model of writing ability: grammatical, cohesive, rhetorical, sociopragmatic, and content control. Results revealed that the international learners performed better overall than the Generation 1.5 learners and that the two groups had opposing strengths and weaknesses in grammatical and sociopragmatic control. Language program administrators and practitioners can use these results when designing curricula addressing the needs of diverse groups of L2 learners.  相似文献