Effects of stress and social supports on mother-child interactions in single- and two-parent families   总被引：6，自引：0，他引：6  

M Weinraub  B M Wolf 《Child development》1983,54(5):1297-1311

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Book reviews     

Sauli Takala  Hans Pelgrum  B. R. S. Chivore  Richard M. Wolf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(1):87-93

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A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms     

Sharon Wolf  Manuel S. Gonzalez Canche  Kristen Coe 《Child development》2021,92(6):e1242-e1259

Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015–2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06–.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects.  相似文献   

Extending Previous cG×I Findings on 5‐HTTLPR's Moderation of Intervention Effects on Adolescent Substance Misuse Initiation          下载免费PDF全文

Gabriel L. Schlomer  H. Harrington Cleveland  Mark E. Feinberg  Pedro S. A. Wolf  Mark T. Greenberg  Richard L. Spoth  Cleve Redmond  Eric P. Tricou  David J. Vandenbergh 《Child development》2017,88(6):2001-2012

This study addresses replication in candidate gene × environment interaction (cG×E) research by investigating if the key findings from Brody, Beach, Philibert, Chen, and Murry (2009) can be detected using data (N = 1,809) from the PROSPER substance use preventive intervention delivery system. Parallel to Brody et al., this study tested the hypotheses that substance misuse initiation would increase faster from age 11 to age 14 and be higher at age 14 among: (a) 5‐HTTLPR short carrier adolescents versus long homozygotes, (b) control versus intervention adolescents, and (c) 5‐HTTLPR short carriers in the control condition versus all other participants. The hypotheses were generally supported and results were consistent with Brody et al.'s cG×I finding. Results are discussed in light of replication issues in cG×E research and implications for intervention.  相似文献   

Internationaler Policy Transfer in der Berufsbildung     

Antje Barabasch Ph.D  Dr. phil. Stefan Wolf 《Zeitschrift für Erziehungswissenschaft》2011,14(2):283-307

The international practice of transferring educational structures, curricula and best practice, shortly summarized under the term ??policies??, from Germany to many other countries has taken place since more than 40 years. In this article we will first explain the theoretical framework for the analysis of policy transfer. In the second part the model of work culture as a developmental approach and extended theoretical framework that can be used for the analysis of context factors in the policy transfer process will be introduced. This model is applied to the analysis of policy transfer in vocational education and training in China and Turkey and used to explain context, actors and goals as well as transfer attainments.  相似文献   

Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)     

Pisani  Lauren  Seiden  Jonathan  Wolf  Sharon 《Educational Assessment, Evaluation and Accountability》2022,34(2):173-194

Educational Assessment, Evaluation and Accountability - Early childhood care and education (ECCE) programs are an important mechanism for supporting foundational skill development and successful...  相似文献   

Value added based on educational positions in Dutch secondary education          下载免费PDF全文

Anneke C. Timmermans  Roel J. Bosker  Inge F. de Wolf  Simone Doolaard  Margaretha P. C. van der Werf 《British Educational Research Journal》2014,40(6):1057-1082

Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.  相似文献   

Behavioral problems among children whose mothers are abused by an intimate partner   总被引：7，自引：0，他引：7  

Kernic MA  Wolf ME  Holt VL  McKnight B  Huebner CE  Rivara FP 《Child abuse & neglect》2003,27(11):1231-1246

OBJECTIVES: To determine the association between children's exposure to maternal intimate partner violence (IPV) and behavior problems as measured by the parent report version of the Child Behavior Checklist (CBCL). METHODS: The study population was comprised of 167 2- to 17-year-old children of Seattle women with police-reported or court-reported intimate partner abuse. The CBCL normative population served as the comparison group. Risk of behavior problems was calculated among the exposed children, in the presence and absence of a history of reported child maltreatment, relative to the normative population. Multiple logistic regression served as the primary method of analysis. RESULTS: Children exposed to maternal IPV were more likely to have borderline to clinical level scores on externalizing (i.e., aggressive, delinquent) behavior (RR=1.6, 95% CI: 1.2, 2.1) and total behavioral problems (RR=1.4, 95% CI: 1.1, 1.9) compared to the CBCL normative sample after adjusting for age and sex. Children who were exposed to maternal IPV and were victims of child maltreatment were more likely to receive borderline to clinical level scores on internalizing (i.e., anxious, depressed) behaviors (RR=2.6, 95% CI: 1.5, 3.6), externalizing (i.e., aggressive, delinquent) behaviors (RR=3.0, 95% CI: 1.9, 4.0) and total behavioral problems (RR=2.1, 95% CI: 1.2, 3.2) compared to the CBCL normative sample after adjusting for age and sex. CONCLUSIONS: Exposure to maternal IPV is significantly associated with child behavioral problems both in the presence and absence of co-occurring child maltreatment. Appropriate attention to the mental health of children living in households with IPV is needed.  相似文献   

Integrating Scaffolding Strategies Into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models     

Mikyung Kim Wolf  Danielle Guzman-Orth  Alexis Lopez  Katherine Castellano  Igor Himelfarb  Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175

This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments.  相似文献   

Homeschool Parents and Satisfaction with Special Education Services   总被引：2，自引：0，他引：2  

Albert Cheng  Sivan Tuchman  Patrick J. Wolf 《Journal of School Choice》2016,10(3):381-398

ABSTRACT

Homeschooling is controversial for a variety of reasons. One concern is whether families are sufficiently equipped to serve students with disabilities. We investigate this issue by assessing parental satisfaction with the special education services that their child is receiving in various educational sectors (e.g., homeschool, traditional public, public charter, and private). Using a nationally representative sample of U.S. households from the National Household Education Survey, we find that parents who homeschool are more satisfied than parents of children in traditional public schools and a variety of private schools with the special education services that they are receiving. Despite obvious selection bias in our sample, we view parental satisfaction as one of many important indicators for the quality of special education services. The results from this study suggest that homeschooling is a potentially beneficial option for serving students with disabilities, though additional research examining other student outcomes would be invaluable.  相似文献