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41.
Harris argues that peer relationships are the chief determinants of personality development. Harris's thesis makes the behavioral genetic investigation of peer groups particularly timely. The present study examined genetic and environmental contribution to self-reported peer-group characteristics in two samples of adolescent siblings: 180 adoptive and nonadoptive sibling pairs from the Colorado Adoption Project, and 386 sibling pairs from the Nonshared Environment and Adolescent Development Study. Substantial genetic influence emerged for college orientation, with the remaining variance accounted for by nonshared environment. For delinquency, however, the majority of the variance was explained by nonshared environment. Although genetic influence was implicated for peer popularity in twin analyses, genetic factors were not important in explaining individual differences in nontwin siblings. These results suggest that although some dimensions of peers are somewhat mediated by genetic factors, nonshared environmental influence is substantial. 相似文献
42.
This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact
of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that
study have been to visit every higher education institution in Australia involved in teacher education to interview relevant
staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports
a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian
Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the
light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report
has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary
teacher education would appear to be less significant. This difference is explored in the context of professional education.
Specializations: science education, teacher education.
Specializations: international education, educational measurement, science education. 相似文献
43.
44.
Teresa Eckrich Sommer Terri J. Sabol P. Lindsay Chase-Lansdale Mario Small Henry Wilde Sean Brown 《Journal of research on educational effectiveness》2017,10(4):732-766
Improving children's attendance is a high priority for Head Start and other early childhood education programs serving low-income children. We conducted a randomized control trial in a major northern city to evaluate the impact of a low-cost intervention designed to promote parents' social capital as a potential influence on children's attendance in Head Start centers. The intervention assigned children to treatment group classrooms based on (a) neighborhood of residence (geography condition) or (b) the geography condition plus the opportunity for parents to form partnerships in support of their children's attendance, or to control group classrooms according to Head Start guidelines only. We did not find impacts on average attendance throughout the year. However, the intervention did lead to increased attendance during the winter when average center attendance was lowest. There were no impacts on fall or spring attendance. Follow-up exploratory analyses of focus groups with parents and staff suggested that parents' level of connection and trust, self-generated partnership strategies, and commitment to their children's education may be factors by which parents' social capital expands and children's attendance improves. 相似文献
45.
A Twin-Sibling Study of Observed Parent-Adolescent Interactions 总被引:2,自引:0,他引:2
Thomas G. O'Connor E. Mavis Hetherington David Reiss Robert Plomin 《Child development》1995,66(3):812-829
Numerous behavioral genetic studies call attention to the strong and pervasive genetic influence on developmental characteristics. However, this research has been criticized for its use of poor environmental measures and a failure to examine the complex processes that are a hallmark of research in child development. This study addresses this criticism by examining the genetic and environmental components of parent-child interactions. Mother, father, and 2 adolescent siblings (10–18 years) from each of 675 families were observed interacting in 10-min dyadic problem-solving sessions. 6 groups of siblings that differed in genetic relatedness were examined (MZ and DZ twins, full siblings in nondivorced families; full, half, and unrelated siblings in stepfamilies). Results suggest a greater genetic component to adolescent behavior than to parent behavior. Both adolescent and parent behavior showed strong effects of nonshared environment, even after error of measurement was removed. 相似文献
46.
Young African-American Multigenerational Families in Poverty: Quality of Mothering and Grandmothering 总被引:6,自引:0,他引:6
Parenting practices (problem-solving and disciplinary styles) in a sample of 99 young, low-income, African-American multigenerational families were examined, using home-based observations of grandmothers and young mothers (mean age at first birth; 18.3; range = 13.3 to 25.5), interacting separately with 3-year-old children. A risk and resilience approach was applied in studying African-American families' behavior in harsh social contexts, and included a consideration of the role of kin, shared child rearing between mothers and grandmothers, coresidence, and adolescent parenthood. Mothers and grandmothers did not differ in the mean level of the quality of their parenting practices. Similarly, few significant correlations in parenting quality across generations were evident, and these primarily involved negative dimensions of parenting between younger childbearers and grandmothers. No main effect of mothers' age at first birth on mothers' parenting was found. In contrast, there was a main effect of grandmother coresidence on both mothers' and grandmothers' parenting, which was negative. Moreover, the interaction between coresidence and mothers' age at first birth indicated that multigenerational families most likely to provide positive parenting were those where older mothers did not reside with the grandmother. Yet, in families with very young mothers, coresiding grandmothers showed higher quality of parenting than did non-coresiding grandmothers. 相似文献
47.
This study investigated the relations among parenting, sibling relationship, peer group, and adolescent externalizing behaviors. With data obtained from a sample of 341 male and 313 female adolescents (M age = 14.4 years) and their parents and siblings from nonstepfamilies and stepfather families, cross-sectional analyses supported the hypothesis that the contributions of parental negativity, parental monitoring, and sibling negativity to adolescents' externalizing behaviors would operate directly and also indirectly through deviant peer associations. The findings of multigroup comparison analyses suggested that the relationships between family and peer correlates and adolescent externalizing behaviors vary as a function of family type and adolescent gender. 相似文献
48.
Amanda Berry John Loughran Kathy Smith Simon Lindsay 《Research in Science Education》2009,39(4):575-594
This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching
and Learning (STaL) Project, in which groups of science teacher participants (across years K – 12) worked with academics over
a one-year period as teacher researchers. Through reflecting on their experiences within the STaL Project and collecting data
from their classrooms related to specific science teaching concerns, teacher participants constructed cases around particular
aspects of their professional learning. The cases that these participants developed elicited rich insights into their teaching
and their students’ learning of science. This paper discusses how the cases were developed by the teacher researcher participants
and uses exemplars as a way of illustrating the nature of the professional knowledge developed. 相似文献
49.
Associations Between School Readiness and Obesity‐ and Inflammation‐Related Biomarkers in Low‐Income Preschoolers Within the Healthy Kids Study 下载免费PDF全文
Carolyn Sutter Lenna L. Ontai Mical K. Shilts Louise Lanoue Lindsay H. Allen Marilyn S. Townsend 《Mind, Brain, and Education》2018,12(1):28-38
Previous research suggests obesity is negatively related to cognitive functioning and academic outcomes in addition to physical health. However, not much is known about this association in early childhood or potential physiological underpinnings. Biomarkers related to obesity have been associated with cognition, in particular the adipokine leptin, and pro‐inflammatory cytokines including interleukin‐6 (IL‐6), tumor necrosis factor‐alpha (TNF‐alpha) and C‐reactive protein (CRP). These associations may be further exacerbated for children who experience early life stress. With a sample of low‐income preschoolers, the current study examined associations between obesity‐related biomarkers and aspects of behavioral and cognitive school readiness. Partial correlations controlling for child age show hypothesized negative associations between pro‐inflammatory cytokines and school readiness, while leptin was positively associated with cognitive school readiness and body mass index (BMI) z‐score. Findings suggest connections between obesity, physiology, and school readiness need further examination, but may have implications for early childhood education and health interventions. 相似文献
50.
Sally Lindsay Elaine Cagliostro Gabriella Carafa 《International Journal of Disability, Development & Education》2018,65(5):526-556
This review critically appraised the literature on disability disclosure and accommodations for youth with disabilities in post-secondary education (PSE). Systematic searches of 8 databases identified 36 studies meeting our inclusion criteria. These studies were analysed with respect to the characteristics of the participants, methodology, results of the studies and quality of evidence. Five thousand, one hundred and seventy four participants (mean age 26.4) were represented across six countries. Barriers to disability disclosure and requests for accommodations in PSE included stigma, discrimination, lack of knowledge of supports and how to access them, type of course and instructor, coping styles, and nature of the disability. Facilitators included supports and resources, coping and self-advocacy skills, mentorship, and realising the benefits of disclosure. Factors affecting the process and timing of disability disclosure in PSE included the type of disability, and mode of disclosure. There was a lack of consensus on the timing of disclosure. 相似文献