Taking Stock of Two Decades of Attachment Transmission Gap: Broadening the Assessment of Maternal Behavior     

Annie Bernier  Célia Matte‐Gagné  Marie‐Ève Bélanger  Natasha Whipple 《Child development》2014,85(5):1852-1865

This report aimed to investigate the capacity of maternal behaviors tailored to children's attachment and exploration systems to jointly explain the well‐known mother–child transmission of attachment. Four home visits were conducted between ages 7 months and 2 years with 130 mother–child dyads to assess maternal attachment state of mind, sensitivity, autonomy support, and mother–child attachment security. Results showed that together, maternal sensitivity and autonomy support fully accounted for the relation between maternal and child attachment, that they each accounted for a unique portion of this relation, and that the magnitude of these mediated pathways was equivalent. These results suggest that the attachment transmission gap can be narrowed by the use of a theory‐driven multidimensional approach to maternal behavior.  相似文献   

Legitimating status: perceptions of meritocracy and inequality among undergraduates at an elite British university          下载免费PDF全文

Natasha Kumar Warikoo  Christina Fuhr 《British Educational Research Journal》2014,40(4):699-717

Given the frequent critiques of elite universities for admitting low numbers of state school graduates and, more recently, British Afro‐Caribbean students, how do students attending those universities make meaning of the admissions process? Through an analysis of 46 one‐on‐one in‐depth interviews with undergraduates attending Oxford University, we show that students believe in the fairness of the admissions process, while lamenting the lack of opportunities for educational advancement faced by some disadvantaged youth in British society. Despite their understanding that many British youth do not have access to educational experiences that make Oxbridge an attainable goal, most students do not support changes to make access more equitable across class or racial/ethnic lines. This perspective, which legitimates the status students gain through matriculation at an elite university, supports the maintenance of unequal access to an Oxford education despite the advantages that education is known to confer to graduates. The findings demonstrate elites acknowledging the disadvantages of particular groups in society without acknowledging their own advantages in the same system. They do so by recognizing two elements of merit: (1) intelligence, which most students assumed led to their own admission; and (2) cultivation of that intelligence, which requires elite secondary schools and which most students see as disadvantaging particular groups in society. In the paper we highlight differences in meaning‐making between graduates of grammar, comprehensive and private schools.  相似文献   

Hiring a professional medical writer: is it equivalent to ghostwriting?     

Natasha Das  Saurendra Das 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):19-24

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Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach     

Glassow  Leah Natasha  Rolfe  Victoria  Hansen  Kajsa Yang 《Educational Assessment, Evaluation and Accountability》2021,33(1):105-137

Research related to the “teacher characteristics” dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling of students, schools, and education systems. However, researchers are frequently prohibited from answering such questions due to measurement invariance related issues. This study uses the traditional multiple group confirmatory factor analysis (MGCFA) and an alignment optimization method to examine measurement invariance in several constructs from the teacher questionnaires in the Trends in International Mathematics and Science Study (TIMSS) 2015 across 46 education systems. Constructs included mathematics teacher’s Job satisfaction, School emphasis on academic success, School condition and resources, Safe and orderly school, and teacher’s Self-efficacy. The MGCFA results show that just three constructs achieve invariance at the metric level. However, an alignment optimization method is applied, and results show that all five constructs fall within the threshold of acceptable measurement non-invariance. This study therefore presents an argument that they can be validly compared across education systems, and a subsequent comparison of latent factor means compares differences across the groups. Future research may utilize the estimated factor means from the aligned models in order to further investigate the role of teacher characteristics and contexts in student outcomes.

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Effects of the COVID-19 pandemic on caregiver mental health and the child caregiving environment in a low-resource,rural context     

Helen O. Pitchik  Fahmida Tofail  Fahmida Akter  Jesmin Sultana  AKM Shoab  Tarique M. N. Huda  Jenna E. Forsyth  Natasha Kaushal  Tania Jahir  Farzana Yeasmin  Rizwana Khan  Jyoti B. Das  Md. Khobair Hossain  Md. Rezaul Hasan  Mahbubur Rahman  Peter J. Winch  Stephen P. Luby  Lia C. H. Fernald 《Child development》2021,92(5):e764-e780

Early child development has been influenced directly and indirectly by the COVID-19 pandemic, and these effects are exacerbated in contexts of poverty. This study estimates effects of the pandemic and subsequent population lockdowns on mental health, caregiving practices, and freedom of movement among female caregivers of children 6–27 months (50% female), in rural Bangladesh. A cohort (N = 517) was assessed before and during the pandemic (May–June, 2019 and July–September, 2020). Caregivers who experienced more food insecurity and financial loss during the pandemic reported larger increases in depressive symptoms (0.26 SD, 95% CI 0.08–0.44; 0.21 SD, 0.04–0.40) compared to less affected caregivers. Stimulating caregiving and freedom of movement results were inconsistent. Increases in depressive symptoms during the pandemic may have consequences for child development.  相似文献   

Who studies STEM subjects at A level and degree in England? An investigation into the intersections between students’ family background,gender and ethnicity in determining choice          下载免费PDF全文

Natasha Codiroli Mcmaster 《British Educational Research Journal》2017,43(3):528-553

The relative lack of students studying post‐compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students’ family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be explained by academic disparities, and whether students’ background, gender and ethnicity interact in determining university subject choices, rather than simply having additive effects. I use data from more than 4000 students in England from ‘Next Steps’ (previously the LSYPE) and logistic regression methods to explore the interacting relationships between student characteristics and subject choice. There are four main findings of this study. Firstly, disparities by students’ ethnicity are shown to increase when controlling for prior attainment. Secondly, family background indicators are differentially related to uptake for male and female students, with parents’ social class and education larger predictors of choice than financial resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly, as socio‐economic position increases, young women are more likely to choose STEM over other high‐return subjects. Finally, associations between student characteristics and subject choices, including interactions, largely persisted when accounting for A‐level choices. Implications for policy and future research are discussed.  相似文献   

A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying     

Donna Cross  Leanne Lester  Natasha Pearce  Amy Barnes  Shelley Beatty 《The Journal of educational research》2018,111(3):255-267

Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying.  相似文献   

Approaches for Specifying the Level-1 Error Structure When Synthesizing Single-Case Data     

Seang-Hwane Joo  John M. Ferron  Mariola Moeyaert  S. Natasha Beretvas  Wim Van den Noortgate 《Journal of Experimental Education》2019,87(1):55-74

Multilevel modeling has been utilized for combining single-case experimental design (SCED) data assuming simple level-1 error structures. The purpose of this study is to compare various multilevel analysis approaches for handling potential complexity in the level-1 error structure within SCED data, including approaches assuming simple and complex error structures (heterogeneous, autocorrelation, and both) and those using fit indices to select between alternative error structures. A Monte Carlo study was conducted to empirically validate the suggested multilevel modeling approaches. Results indicate that each approach leads to fixed effect estimates with little to no bias and that inferences for fixed effects were frequently accurate, particularly when a simple homogeneous level-1 error structure or a first-order autoregressive structure was assumed and the inferences were based on the Kenward-Roger method. Practical implications and recommendations are discussed.  相似文献