Language-specific phonological skills and the relationship with reading accuracy in Sylheti-English sequential bilinguals     

Kathleen M. McCarthy  Katrin Skoruppa 《Child development》2023,94(2):e85-e102

This study investigated the influence of first language (L1) phonology on second language (L2) early reading skills in Sylheti-English bilinguals (N = 58; 48% girls; British Bangladeshi) and their monolingual-English peers (N = 43; 45% girls; 96% White British, 4% multiethnic British) in a diaspora context. Language-specific phonological awareness and nonword repetition were tested at two time points (6;2–7;8 years-old). At Time 1, the bilinguals had lower productive accuracy for phonological sequences that violated their L1 phonology (d = .56; .84), and these skills accounted for a significant amount of variance in their reading accuracy. At Time 2, the language-specific effects were no longer present. These findings highlight the importance of considering language structure in multilingual early literacy development.  相似文献   

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions     

Christina Cipriano  Michael J. Strambler  Lauren H. Naples  Cheyeon Ha  Megan Kirk  Miranda Wood  Kaveri Sehgal  Almut K. Zieher  Abigail Eveleigh  Michael McCarthy  Melissa Funaro  Annett Ponnock  Jason C. Chow  Joseph Durlak 《Child development》2023,94(5):1181-1204

This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.  相似文献   

Foucault on camp: What does his work offer outdoor education?     

Robyn Zink  Lisette Burrows 《Journal of Adventure Education & Outdoor Learning》2006,6(1):39-50

In this paper we examine aspects of French social theorist, Michel Foucault's work and the contributions these can make to understanding practices in outdoor education. We look specifically at his notions of practice, discourse, power and the self and the lines of questioning that these concepts make possible in relation to outdoor education. We conclude with a discussion of some of the challenges of doing research with Foucauldian tools.  相似文献   

Modelling success networks to improve the quality of undergraduate education     

Geoff Woolcott  Robyn Keast  Daniel Chamberlain  Ben Farr-Wharton 《Quality in Higher Education》2017,23(2):120-137

Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms.  相似文献   

Scientists’ Ontological and Epistemological Views about Science from the Perspective of Critical Realism     

Robyn Yucel 《Science & Education》2018,27(5-6):407-433

Including the perspectives of scientists about the nature and process of science is important for an authentic and nuanced portrayal of science in science education. The small number of studies that have explored scientists’ worldviews about science has thus far generated contradictory findings, with recent studies claiming that scientists simultaneously hold contradictory sophisticated and naïve views. This article reports on an exploratory study that uses the framework of Bhaskar’s critical realism to elicit and separately analyse academic scientists’ ontological and epistemological views about science in semi-structured interviews. When the views of scientists are analysed through the lens of critical realism, it is clear that it is possible to hold a realist ontological commitment about what knowledge is of, simultaneously with a fallibilist epistemological commitment about knowledge itself. The apparent incongruence of scientists’ so-called naïve and sophisticated views about science is resolved when analysed using a critical realist framework. Critical realism offers a simple and coherent framework for science educators that avoids many of the problems of positivism and social constructivism by finding a middle ground between them. The three pillars of critical realism: ontological realism, epistemological fallibilism and judgmental rationality help to make sense of how socially constructed scientific knowledge can be anchored in an independent reality.  相似文献   

Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments     

MacMahon  Stephanie  Carroll  Annemaree  Gillies  Robyn M. 《Learning Environments Research》2020,23(3):379-393

Learning Environments Research - Student achievement and engagement are both influenced by the quality of the learning environment. Effective learning environments are characterised by high levels...  相似文献   

Responsive Parenting Buffers the Impact of Maternal PTSD on Young Children     

Carolyn A. Greene  Kimberly J. McCarthy  Ryne Estabrook  Lauren S. Wakschlag  Margaret J. Briggs-Gowan 《Parenting, science and practice》2020,20(2):141-165

SYNOPSIS

Objective. This study investigates maternal responsive parenting behaviors as a theorized buffer to the detrimental impact of maternal PTSD symptoms on young children’s depression and anxiety symptoms, disruptive behavior, and stress-related symptoms. Design. A multi-ethnic sample of 242 trauma-exposed mothers and their preschool-aged children was assessed. Maternal responsive parenting behaviors were observed during standardized parent-child interactions. Maternal and child mental health symptoms were reported by mothers. Results. Maternal PTSD symptoms were associated with their responsive parenting behaviors and predicted children’s mental health symptoms. Responsive parenting was inversely associated with children’s depression and stress-related symptoms. Moderation analyses revealed an interactive effect of maternal symptoms and responsive parenting on preschool children’s disruptive behavior and stress-related symptoms. Conclusions. Responsive parenting behaviors can mitigate the ill effects of maternal PTSD symptoms. Nurturing relationships buffer the impact of maternal PTSD. Helping parents’ to sensitively respond to their young children’s distress can support positive outcomes in children.  相似文献   

Prior incest in mothers of abused children     

Jean Goodwin  Teresita McCarthy  Peter DiVasto 《Child abuse & neglect》1981,5(2):87-95

Previous studies have shown that most abusing parents have a history of physical abuse or neglect in their own childhoods. There is little data on the frequency of prior sexual abuse among parents who physically or sexually abuse their children. Many case reports describe the uncovering of a prior incest experience in a parent during the investigation of the child's current incest accusation, but it is unclear how frequently this occurs. One hundred mothers of abused children were asked about sexual incidents that occurred before age 18; the control group consisted of 500 normal women from the same community who were surveyed during meetings of various voluntary organizations. Age and ethnicity did not differ in the two groups. Of the mothers of abused children, 24% reported a prior incest experience, whereas only 3% of the control women reported prior incest. This eightfold difference was highly significant. The 34 mothers from families where sexual abuse was occurring were no more likely to report prior incest than were the 66 mothers from families where physical abuse occurred. The one case of genital mutilation of a child occurred in a family where both parents had been incest victims. Case studies indicate that the parent who has been an incest victim has inhibitions and fears about tenderness, traceable to the childhood incest experience, which are important in the development of either physical abuse or sexual abuse in the family.  相似文献   

Studies in Historical Replication in Psychology IV: An Inquiry into the Psychological Research and Life of Gertrude Stein     

Nicole K. Sirrine  Shauna K. McCarthy 《Science & Education》2008,17(5):493-509

Gertrude Stein (1874–1946) is well known as an early twentieth century writer, but less well known is her involvement in automatic writing research. Critics of Stein’s literary works suggest that her research had a significant influence on her poetry and fiction, though Stein denied any influence. A partial replication of Stein’s 1896 study was conducted with the goal of addressing three historical questions: (1) What contributed to Stein’s involvement in automatic writing research?; (2) To what extent did Stein believe that she experienced automatic writing?; and (3) To what extent did her automatic writing research influence her later literary works?  相似文献   

Artifactual dimensions of visual rhetoric: what a content analysis of 114 peer-reviewed articles reveals about data collection reporting     

Abigail Selzer King  Michael J. McCarthy 《Technical Communication Quarterly》2018,27(3):249-260

This content analysis examined how the authors of 114 peer-reviewed journal articles explained their empirical approaches to visual rhetoric scholarship. The authors content analysis sought to answer the question: how do scholars engage with the material dimensions of visual culture, specifically in terms of artifact selection and reporting data collection procedures? The answers to this question, the authors argue, are needed urgently as visual rhetoric research continues to expand because inconsistent reporting will hinder replicability and the reader’s access to the author’s argument. The authors use the findings of their content analysis to surface the implicit norms of empirical visual rhetoric research and to develop recommendations for reporting visual data collection procedures.  相似文献