The conditions and indicators of optimal development in infancy     

James T. Kent  David B. Friedman 《Child abuse & neglect》1984,8(2):145

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Summary of new day care regulations     

Dana Tracy Friedman 《Early Childhood Education Journal》1980,8(2):31-52

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Transforming British higher education: A view from across the Atlantic     

Madeleine F. Green 《Higher Education》1995,29(3):225-239

This article analyzes the major changes in British Higher Education during the past five years: increasing student numbers, mandated government assessment, linking funding to the assessment exercises, the modularized curriculum and the competency movement, and draws comparisons to the United States. The author then studies the impact of these policy changes on a single campus, the University of Leicester, with attention to the consequences of growth, the impact on decision-making, and challenges for staff development.  相似文献   

School‐based support for children with conduct disorders; a qualitative longitudinal study of high‐need families          下载免费PDF全文

Madeleine Stevens 《British Educational Research Journal》2018,44(5):781-801

Primary school‐aged children with conduct problems are at risk of future antisocial and criminal behaviour, particularly when there are additional family‐level risk factors. However, little is known about how school‐related factors can reduce that risk. This qualitative longitudinal study investigates school‐related influences on changes in the behaviour of at‐risk children in high‐need families over a period of 5 years. Families of 11 children with serious behaviour problems were followed over the transition to secondary school. In‐depth interviews with mothers, and with practitioners who support the child or family, explored school‐related factors which appeared helpful or unhelpful in improving children's behaviour over time. The analysis found that the disjuncture between the nurture experienced at primary school and a lack of nurture later at secondary school was problematic. Children tended to change primary school until they found one prepared to offer them a high level of nurture and supervision. Consistent relationships with supportive adults were important, but were rare after the transfer to secondary school. Literacy problems remained unrecognised or unaddressed for too long, contributing to children's lack of engagement. Inconsistent disciplinary responses to minor behaviour issues tended to escalate problems and most children were eventually excluded from mainstream education. Communication between parents and school staff was often problematic; parents sometimes experienced school contacts as burdensome, ill‐informed and unsupportive. However, good communication could aid development of successful approaches to supporting children with difficult behaviour.  相似文献   

Accent,Language, and Race: 4–6‐Year‐Old Children's Inferences Differ by Speaker Cue          下载免费PDF全文

Drew Weatherhead  Ori Friedman  Katherine S. White 《Child development》2018,89(5):1613-1624

Three experiments examined 4‐ to 6‐year‐olds' use of potential cues to geographic background. In Experiment 1 (N = 72), 4‐ to 5‐year‐olds used a speaker's foreign accent to infer that they currently live far away, but 6‐year‐olds did not. In Experiment 2 (N = 72), children at all ages used accent to infer where a speaker was born. In both experiments, race played some role in children's geographic inferences. Finally, in Experiment 3 (N = 48), 6‐year‐olds used language to infer both where a speaker was born and where they currently live. These findings reveal critical differences across development in the ways that speaker characteristics are used as inferential cues to a speaker's geographic location and history.  相似文献   

Special issue: professional practice,education and learning: a sociomaterial perspective     

Madeleine Abrandt Dahlgren  Maria Gustavsson  Andreas Fejes 《Studies in Continuing Education》2018,40(3):239-241

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Freedom’s Children: A gender perspective on the education of the learner-citizen     

Madeleine Arnot 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):67-87

Drawing on Ulrich Beck’s theory of “freedom’s children”, the present contribution examines contemporary concerns about educating young people for citizenship as well as educating them about citizenship. Under the first theme, the author focuses on the citizen as learner, highlighting some of the gender- and class-related inequalities that are typically associated with individualisation. Under the second theme, she looks at the learner as citizen in view of the fact that citizenship education courses often prepare learners for a gender-divided world — even though the processes of individualisation have themselves significantly reshaped contemporary gender relations. In light of current challenges facing citizenship education, the study concludes by reflecting on gender-related dimensions of individualisation and their implications for democracy and the learner-citizen.  相似文献   

Arts‐Based Educational Research: The Challenges of Social Media and Video‐Based Research Methods in Communication Design Education     

Lorraine Marshalsey  Madeleine Sclater 《The International Journal of Art & Design Education》2019,38(3):723-739

This article discusses the practical and ethical challenges and benefits of using social media and video‐based research methods – also known as Photovoice – to investigate contemporary Communication Design education. The two visual research methods discussed include the social media mobile application Snapchat^® and participant‐generated GoPro^® video filming. The investigation focused on understanding students’ on‐the‐ground, lived experiences of studio learning within two distinctive higher education case study settings in the United Kingdom and Australia. This study employed Participatory Action Research (PAR) as an inquiry process and incorporated a methodological framework involving a combination of narrative inquiry, visual Participatory Design (PD) and visual ethnography. The findings of this study revealed the impact of specialised studio and classroom‐based Technology Enhanced Learning (TEL) on student learning and engagement as the participants expressed differing responses to their own learning and community of practice at each site. The choice of arts‐based educational research methods used for this study allowed the relationships between place, lived experience, and community to be explored. Students, in effect, became investigators of their own practice through engagement in a rigorous set of visual methods, which placed the tools directly into their hands.  相似文献   

The cognitive impact of multimedia simulations on 14 year old students     

Rauf Yildiz  Madeleine Atkins 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):106-115

The study investigated the cognitive impact of three different types of multimedia simulation (physical, procedural and process) for teaching the concept of energy to 14 year old students. A six cell design was used to control for gender and for three levels of prior achievement within a random sample of 36 students for each simulation. Pre and post-tests were administered. The results showed a significant, consistent cognitive gain for the physical simulation - a surrogate exploration of how electricity is made in a power station. Results for the procedural and process simulations revealed a more complex and varied pattern of interaction between type of simulation and student characteristics which can be linked to specific design features.  相似文献   

Regulation, emotionality, and preschoolers' socially competent peer interactions   总被引：4，自引：0，他引：4  

Fabes RA  Eisenberg N  Jones S  Smith M  Guthrie I  Poulin R  Shepard S  Friedman J 《Child development》1999,70(2):432-442

In this study, the relations of regulatory control to the qualities of children's everyday peer interactions were examined. Effortful control (EC) and observations of peer interactions were obtained from 135 preschoolers (77 boys and 58 girls, mean ages = 50.88 and 50.52, respectively). The results generally confirmed the prediction that children who are high in EC were relatively unlikely to experience high levels of negative emotional arousal in response to peer interactions, but this relation held only for moderate to high intense interactions. Socially competent responding was less likely to be observed when the interaction was intense or when negative emotions were elicited. Moreover, when the interactions were of high intensity, highly regulated children were likely to evidence socially competent responses. The relation of EC and intensity to social competence was partially mediated by negative emotional arousal. The results support the conclusion that individual differences in regulation interact with situational factors in influencing young children's socially competent responding.  相似文献