Tributes to Jean Anyon     

Lois Weis 《British Journal of Sociology of Education》2014,35(3):449-456

  相似文献   

Adverse Childhood Experiences (ACEs) Questionnaire and Adult Attachment Interview (AAI): Implications for parent child relationships     

Anne Murphy  Miriam Steele  Shanta Rishi Dube  Jordan Bate  Karen Bonuck  Paul Meissner  Hannah Goldman  Howard Steele 《Child abuse & neglect》2014

Although Adverse Childhood Experiences (ACEs) are linked to increased health problems and risk behaviors in adulthood, there are no studies on the association between ACEs and adults’ states of mind regarding their early childhood attachments, loss, and trauma experiences. To validate the ACEs questions, we analyzed the association between ACEs and emotional support indicators and Adult Attachment Interview (AAI) classifications in terms of unresolved mourning regarding past loss or trauma and discordant states of mind in cannot classify (U/CC) interviews. Seventy-five urban women (41 clinical and 34 community) completed a questionnaire on ACEs, which included 10 categories of abuse, neglect, and household dysfunction, in addition to emotional support. Internal psychological processes or states of mind concerning attachment were assessed using the AAI. ACE responses were internally consistent (Cronbach's α = .88). In the clinical sample, 84% reported ≥ 4 ACEs compared to 27% among the community sample. AAIs judged U/CC occurred in 76% of the clinical sample compared to 9% in the community sample. When ACEs were ≥ 4, 65% of AAIs were classified U/CC. Absence of emotional support in the ACEs questionnaire was associated with 72% of AAIs being classified U/CC. As the number of ACEs and the lack of emotional support increases so too does the probability of AAIs being classified as U/CC. Findings provide rationale for including ACEs questions in pediatric screening protocols to identify and offer treatment reducing the intergenerational transmission of risk associated with problematic parenting.  相似文献   

When We Inquire Into Our Own Practice: An Early Childhood Teacher Research Group     

Debra Murphy  Holly Bryant  Heidi Ingram 《The New Educator》2014,10(1):28-34

Every day, early childhood teachers confront issues, problems, and concerns in their classrooms. Sometimes they do nothing. Sometimes they use trial and error. Sometimes they go to a workshop or read an article. We have found a way to intentionally and systematically research and answer our own questions and to enrich our own professional development through teacher research. Teacher research provides early childhood educators with a strategy that supports reflective thinking and practice. This article describes the experience of a small group of early childhood teacher researchers. How is it different from other required assessments? How is it different from other professional development?  相似文献   

Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education          下载免费PDF全文

Rebecca E. Gibbons  Sachel M. Villafañe  Marilyne Stains  Kristen L. Murphy  Jeffrey R. Raker 《科学教学研究杂志》2018,55(8):1111-1133

While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform.  相似文献   

Efficacy of the Nemours BrightStart! Early Literacy Program: Treatment Outcomes From a Randomized Trial With At-Risk Prekindergartners     

Cynthia M. Zettler-Greeley  Laura L. Bailet  Suzanne Murphy  Teri DeLucca  Lee Branum-Martin 《Early education and development》2018,29(6):873-892

Research Findings: This study reports outcomes from a randomized, controlled trial of an emergent literacy intervention for prekindergarten children at-risk for reading failure. Children (N = 2219) in 114 preschools and childcare centers were screened for eligibility in fall. Children who scored at-risk (n = 476) were randomized to fall or spring treatment and received nine weeks of explicit, multisensory, emergent literacy instruction in small groups provided by early literacy interventionists. Trained observers noted high implementation fidelity. Pre-reading skills were assessed before and after intervention for both treatment groups. The spring intervention group served as at-risk controls for children who completed fall intervention. Three-level, linear growth models (time-student-school) were used to estimate treatment effects, found for print awareness, elision, rhyming, and the screener (print and letter knowledge, phonological awareness), replicating previous findings for the screener, rhyming, and print knowledge, and extending them to elision. Significantly accelerated growth in print knowledge, elision, rhyming, and the screener was observed during intervention. Practice or Policy: Results demonstrate benefits of high-quality emergent literacy instruction for children at risk. Growth in skills for both fall and spring treatment groups following this 18-lesson program supports some implementation flexibility among interventionists with delivery constraints during the year.  相似文献   

The effects of individual and interdependent contingencies on inappropriate classroom behavior     

Gordon S. Grandy  Charles H. Madsen  Lois M. de Mersseman 《Psychology in the schools》1973,10(4):488-493

  相似文献   

Professional development and performance strategies for line trainers     

Brian P. Murphy 《Performance Improvement》1981,20(5):3-5

  相似文献   

Negotiating your fees     

Lois Schwartz 《Performance Improvement》1976,15(10):12-12

  相似文献   

Utilizing Performance Technology to Improve Evaluative Practices of Instructional Designers     

Leslie Moller  Bud Benscoter  Lucia Rohrer‐Murphy 《Performance Improvement Quarterly》2000,13(1):84-95

Although it is clearly established that an effective instructional systems design (ISD) process requires evaluation, previous studies provide evidence to show that everyday practices of instructional designers do not include sufficient or appropriate evaluation. Research suggests that organizational barriers and lack of support for evaluation are a leading cause of its inadequate usage. Without appropriate and sufficient evaluation practices, it is impossible to maintain the integrity of the systematic quality of ISD and threatens to undermine the entire concept of instructional design. This article first examines the purposes and importance of evaluation. Second, it reviews research that describes the less‐than‐optimal performance of practitioners as it relates to conducting evaluation, along with identifying causes for this performance deficiency. Third, it proposes using a model of human performance technology for improving the environment leading to implementation of evaluation.  相似文献   

Transferring the soft‐skills technology of workplace learning and performance to China     

Jenny Yan  William J. Rothwell  Lois Webster 《Performance Improvement》2001,40(10):18-23

  相似文献