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21.
Nicholas Dowdall Lynne Murray Sarah Skeen Marguerite Marlow Leonardo De Pascalis Frances Gardner Mark Tomlinson Peter J. Cooper 《Child development》2021,92(6):2252-2267
This study evaluated the impact of a parenting intervention on children’s cognitive and socioemotional development in a group of caregivers and their 21-to-28-month-old children in a low-income South African township. A randomized controlled trial compared an experimental group (n = 70) receiving training in dialogic book-sharing (8 weekly group sessions) with a wait-list control group (n = 70). They were assessed before the intervention, immediately following it, and at a six month follow-up. The intervention had positive effects on child language and attention, but not behavior problems, prosocial behavior, or theory of mind. Intervention caregivers were less verbally and psychologically harsh, showed more sensitivity and reciprocity and more complex cognitive talk. This program benefitted parenting and child development and holds promise for low-income contexts. 相似文献
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This article brings together ethnographies of two privileged educational settings in the United States – a private school in California’s Central Valley following the progressivist Sudbury model, and an affluent New England boarding school’s summer enrichment program. Each of these institutions serves as an alternative to and/or extension of publicly accessible education institutions during a neoliberal era of marketization and growing educational inequality. By comparing findings from ethnographic studies of each institution, we find that both celebrate open access and socially responsible pedagogical values in ways that obscure mechanisms of exclusion and an entrenched individualist ideology. We discuss two particular contradictions that manifest in both settings: first, a discourse of openness and inclusivity that belies the ways in which access is mediated by constructions of who best ‘fits’ the special learning community; and second, an outspoken allegiance to socially engaged values of diversity and democracy that belies the ways in which these values are commodified and appropriated for students’ individual advantage(s). In comparing such sites, we argue for the importance of tracing the mechanisms of advantage in under-researched ‘niches’ of the dynamically shifting and unequally accessed neoliberal marketplace for educational opportunity. 相似文献
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OBJECTIVE: To evaluate the utility of a follow-up skeletal survey in suspected child physical abuse evaluations. METHODS: In this prospective study, follow-up skeletal surveys were recommended for 74 children who, after an initial skeletal survey and evaluation by the Child Abuse Team, were suspected victims of physical abuse. The number and location of the fractures were recorded for the initial skeletal survey and for the follow-up skeletal survey in each case. RESULTS: Forty-eight of the 74 (65%) children returned for a follow-up skeletal survey. The follow-up skeletal survey yielded additional information in 22 of 48 patients (46%). In three patients (6%) the additional information changed the outcome of cases; child abuse was ruled out in one of these patients and abuse was confirmed in two cases. In three other patients, the follow-up skeletal survey refuted tentative skeletal findings, but did not change the outcome because of other physical findings. CONCLUSION: A follow-up skeletal survey identified additional fractures or clarified tentative findings in children who were suspected victims of physical child abuse. The follow-up skeletal survey should be completed on all patients who have an initial skeletal survey performed for suspected physical child abuse and for whom child abuse is still a concern. 相似文献
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Jennifer Charteris Adele Nye Marguerite Jones 《International journal of qualitative studies in education》2019,32(7):909-928
With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is an intra-active project in higher education – involving rich material, social, political and intellectual entanglements. Posthumanist ethical practice rejects dualisms of body/mind, nature/culture and human/non-human. It evokes creativity to generate new vocabularies for challenging anthropocentric ‘exceptionalism’. Mapping relations in posthuman assemblages can involve agential cuts that evoke ethical practice as affective encounters. Agential cuts give permission for pedagogic storying where there is ontological connectedness. As academics, we are immersed in assemblages where posthumanist education research and practice is a rich, embodied, and connected process. Particular consideration is given in this article to affectivity and the value of pedagogic performance in education research. 相似文献
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Melissa A. Romain Keith A. Millner Victoria E. Moss Marguerite Held 《Reading and writing》2007,20(6):619-641
The purpose of this article was twofold. First, the assessment materials from four core reading programs were informally reviewed
for their adherence to Texas Reading First progress monitoring guidelines for kindergarten and the beginning of Grade 1. Conclusions
support existing concerns regarding the variability in the quality and quantity of assessment materials within and across
programs as well as concerns about whether the materials lend themselves to progress monitoring purposes at 2-week intervals
for students who are struggling readers. Second, recommendations are made for the development of progress monitoring tools
that are concise, easy for teachers to use, and that provide clear guidelines regarding the use of progress monitoring data
to drive instruction. Accordingly the recent development of a progress monitoring tool that parallels the Texas Primary Reading
Inventory (TPRI), which is an assessment tool used in approximately 95% of Texas Reading First schools was discussed. 相似文献
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