Exploring the Affective Inner Experiences of Therapists in Training: The Qualitative Interaction Between Session Experience and Session Content     

John L. Melton  Dawn Nofzinger‐Collins  Martha E. Wynne  Marilyn Susman 《Counselor Education & Supervision》2005,45(2):82-96

Thirty‐four 1st‐year counseling students recorded their inner experiences following a simulated counseling session. Using a qualitative collective case study approach to extract emotion from a large pool of inner experience, 6 judges identified samples of affect through a triangulation process using intensity, extreme, and critical case sampling and then coded them into naturally occurring core ideas and domains. Affective experiences in the inner experiences were found frequently and were often quite intense. Affect was verbally suppressed and was mostly not noticeable on the audiocassettes. Four predominant affective themes emerged from the inner experiences: anger/frustration, disappointment/regret, anxiety/fear, and happiness/excitement.  相似文献   

Models of supervision in early childhood programs: Implications for training     

Marilyn A. Sheerer Ph.D.  Karen L. Bauer 《Early Childhood Education Journal》1996,23(4):201-206

Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there are common threads among supervisory models in early childhood and that directors of child care programs can benefit from in-service training that specifically addresses their supervisory functions. “The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool Program “I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director, Day Care Center  相似文献   

Moving from Survival to Renewal     

Marilyn Sheerer 《Early Childhood Education Journal》1997,25(1):71-72

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Lenghth of Maternity Leave and Quality of Mother-Infant Interactions     

Roseanne Clark  Janet Shibley Hyde  Marilyn J. Essex    Marjorie H. Klein 《Child development》1997,68(2):364-383

The aim of this study was to assess the association between the length of maternity leave and the quality of mother-infant interactions; 198 employed mothers of 4-month-old infants were interviewed and videotaped in their homes during a feeding time. Hierarchical multiple regression analyses indicated a direct association between shorter length of leave and more negative affect and behavior in maternal interactions with their infants. Infant and mother stressor/protective variables added significantly in predicting the quality of the mother-infant relationship. There were also significant interaction effects between the length of leave and these variables. Mothers who either reported more depressive symptoms or who perceived their infant as having a more difficult temperament and who had shorter leaves, compared with mothers who had longer leaves, were observed to express less positive affect, sensitivity, and responsiveness in interactions with their infants. The public policy implications of the relation between length of maternity leave, maternal and infant individual differences, and the quality of mother-infant interactions are discussed.  相似文献   

Scaffolding conceptual change in early childhood     

Marilyn Fleer 《Research in Science Education》1990,20(1):114-123

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Temperament,tympanum, and temperature: four provisional studies of the biobehavioral correlates of tympanic membrane temperature asymmetries     

Boyce WT  Essex MJ  Alkon A  Smider NA  Pickrell T  Kagan J 《Child development》2002,73(3):718-733

Previous research in both humans and nonhuman primates suggests that subtle asymmetries in tympanic membrane (TM) temperatures may be related to aspects of cognition and socioaffective behavior. Such associations could plausibly reflect lateralities in cerebral blood flow that support side-to-side differences in regional cortical activation. Asymmetries in activation of the left and right frontal cortex, for example, are correlates of temperamental differences in child behavior and markers of risk status for affective and anxiety disorders. Tympanic membrane temperatures might thus reflect the neural asymmetries that subserve individual differences in temperament and behavior. This report merged findings from four geographically and demographically distinctive studies, which utilized identical thermometry methods to examine associations between TM temperature asymmetries and biobehavioral attributes of 4- to 8-year-old children (N = 468). The four studies produced shared patterns of associations that linked TM temperature lateralities to individual differences in behavior and socioaffective difficulties. Warmer left TMs were associated with "surgent," affectively positive behaviors, whereas warmer right TMs were related to problematic, affectively negative behaviors. Taken together, these findings suggest that asymmetries in TM temperatures could be associated with behavior problems that signal risk for developmental psychopathology.  相似文献   

Introducing technology education to young children: A design,make and appraise approach     

Dr. Marilyn Fleer 《Research in Science Education》1992,22(1):132-139

The National Statement on Technology Education will soon be released in Australia. The statement advocates adesign,make andappraise approach to technology education. The document includes Year One children and provides exemplars of curriculum activities for early childhood children. Although much curriculum development in technology education for primary and early childhood has taken place in the UK, little research has been conducted within the early childhood area in Australia. This paper describes a study which sought to investigate how thedesign,make andappraise approach could be implemented within early childhood using existing materials, procedures and teaching programmes. In particular, the pre-school programme was considered to see if the approach was suitable for young children, and if girls could be encouraged into this newly defined area of study. Specializations: early childhood science education, early childhood technology education.  相似文献   

Exploring teachers' knowledge of children's literature   总被引：1，自引：1，他引：0  

Teresa Cremin  Marilyn Mottram  Eve Bearne  Prue Goodwin 《Cambridge Journal of Education》2008,38(4):449-464

In the context of the current debate about teaching reading, research to ascertain primary teachers' personal and professional reading practices was undertaken. The study explored teachers' reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of such texts and involvement with library services. Questionnaire responses were gathered from 1200 teachers. The data were analysed and connections made between the teachers' own reading habits and preferences, their knowledge of children's literature, their accessing practices and pedagogic use of literature in school. This paper reports on part of the dataset and focuses on teachers' knowledge of children's literature; it reveals that primary professionals lean on a narrow repertoire of authors, poets and picture fiction creators. It also discusses teachers' personal reading preferences and considers divergences and connections between these as well as the implications of the teachers' limited repertoires on the reading development of young learners.  相似文献   

The great debate: Then and now     

Marilyn Jager Adams 《Annals of dyslexia》1997,47(1):265-276

In discussing Jeanne Chall’s chapter, “Are Reading Methods Changing Again?” (this volume), I compare today’s situation with that of 30 years ago as recounted by Chall in Learning to Read: The Great Debate (1967).  相似文献   

Scientific Playworlds: a Model of Teaching Science in Play-Based Settings     

Fleer  Marilyn 《Research in Science Education》2019,49(5):1257-1278

Research in Science Education - Eminent scientists, like Einstein, worked with theoretical contradiction, thought experiments, mental models and visualisation—all characteristics of...  相似文献