How Much for Whom? Lessons From an Efficacy Study of Modest Professional Development for Child Care Providers     

Hope K. Gerde  Nell K. Duke  Annie M. Moses  Jessaca Spybrook  Meagan K. Shedd 《Early education and development》2014,25(3):421-441

Research Findings: Examining the effects of professional development of the early childhood workforce that fit within the constraints of government policy is crucial for identifying types and amounts of effective training and informing child care policy. The present study used a cluster-randomized trial to evaluate the effects of a professional development program for child care providers designed to meet the criteria for 2 state-level policies: (a) that child care providers working in licensed centers engage in 10 hr of professional development annually and (b) that all licensed child care settings provide 30 min of developmentally appropriate literacy activity daily. Results indicated that 10 hr of professional development focused on literacy was effective for significantly improving the literacy practices and knowledge of child care providers. However, it was not effective in eliciting substantial growth in child literacy outcomes, at least in the short term. The lack of child outcomes illustrates the importance of measuring professional development effects at both the provider and child levels. Practice or Policy: This study illustrates the importance of critically questioning and analyzing state policy, particularly dosage. In practice, dosage is an influential factor in how professional development is selected by programs and providers, because most policies only specify a required number of hours to be completed. The design of policy, which can influence both provider practice and child outcomes, relies upon alignment between early childhood research and policy.  相似文献   

The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models     

S. Hélène Deacon  Michael J. Kieffer  Annie Laroche 《Scientific Studies of Reading》2014,18(6):432-451

We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children’s morphological awareness, word reading skills, and reading comprehension at Grades 3 and 4, in addition to their phonological awareness, vocabulary, and nonverbal ability as control measures. Path analyses revealed that word reading skills partially mediated the relationship between morphological awareness and reading comprehension at each grade. Further, children’s early morphological awareness partially explained children’s gains in reading comprehension, and their early reading comprehension partially explained their gains in morphological awareness. These findings support the predictions of recent models of reading comprehension: that morphological awareness impacts reading comprehension both indirectly through word reading skills and directly through the language system and that morphological awareness underpins the development of reading comprehension (e.g., Perfetti, Landi, & Oakhill, 2005).  相似文献   

Local and Global Processing in Blind and Sighted Children in a Naming and Drawing Task     

Ira Puspitawati  Ahmed Jebrane  Annie Vinter 《Child development》2014,85(3):1077-1090

This study investigated the spatial analysis of tactile hierarchical patterns in 110 early‐blind children aged 6–8 to 16–18 years, as compared to 90 blindfolded sighted children, in a naming and haptic drawing task. The results revealed that regardless of visual status, young children predominantly produced local responses in both tasks, whereas the production of integrated responses emerged later. Development of local and global processing seems to proceed similarly in the two populations, but local processing continued to occur at high levels over a larger age range in the blind. The possibility of visual mediation is pointed out, as totally blind children tended to process information locally more often than blind children with minimal light perception.  相似文献   

Effects of Student Displacement in Louisiana During the First Academic Year After the Hurricanes of 2005     

John F. Pane  Daniel F. McCaffrey  Nidhi Kalra  Annie J. Zhou 《Journal of Education for Students Placed at Risk》2013,18(2-3):168-211

The combined impact of Hurricanes Katrina and Rita in 2005 left the education system in the Gulf Coast region of the United States with tremendous challenges to rebuild infrastructure, reestablish services, and accommodate the movements of students that occurred as result of the storms. This article focuses on Louisiana's public school students, of whom 1/4 were displaced as a result of the storms. It explores the experiences of students and the effects of student movements on student achievement and on the state's public education system during the first academic year following the hurricanes. Results suggest that, overall, the education system handled the disruptions of the disaster relatively well. However, more detailed examinations show that some displaced students had problems such as nonenrollment or poor attendance, mental health or behavioral problems, and academic setbacks. Negative achievement effects, which were small overall, were most pronounced among students who remained displaced for the duration of the academic year, and appeared to be mitigated by students' tendency to enroll in schools with higher student performance than their original schools. Additional results show that the negative effects were associated with both the number of schools attended and the amount of school time lost. However, these analyses do not include the displaced students who did not reenroll in a Louisiana public school. These students constitute more than a 1/4 of displaced students and tended to be those who are most at risk for poor academic outcomes.  相似文献   

School-based racial microaggressions and depression among Indigenous young adults     

Olivia G. Holter  Anisa N. Goforth  Kristen Pyke-Pierce  Lisa N. Aguilar  Annie Belcourt 《Psychology in the schools》2023,60(1):255-274

Previous research on the risk factors for the development of mental health disorders among Indigenous Peoples in the United States suggest that experiencing prejudice is correlated with the development of psychopathology. However, the relation between school-based prejudice, including microaggressions, and the development of depression remains unexamined. As such, the current study is an exploratory analysis among a small sample (N = 47) of age 18–25 Indigenous young adults from the American Northwest examining the predictive relation between their retrospective recall of school-based racial microaggressions as measured by the School-Based Racial and Ethnic Microaggressions Subscale and their current levels of depressive symptoms in adulthood as measured by the Center for Epidemiological Studies Depression Scale. There was a statistically significant predictive relation found between participant's retrospective recall of microaggressions and their current levels of depression as young adults. As such, the practice and policy implications for school-based professionals are discussed.  相似文献   

Comment on Susan Gibson and Wayne Shute's “The making of personal meaning: Some thoughts for teacher educators”     

Walsh  Annie B. 《Interchange》1994,25(2):215-216

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Orthographe Grammaticale et Justification Orthographique d’Enfants de 8 et 11 Ans     

Piolat  Annie  Caleca  Mich&#;le 《European Journal of Psychology of Education - EJPE》1988,3(1):51-52

European Journal of Psychology of Education -  相似文献   

Une etude sur l'approche du nombre par l'eleve du cours preparatoire     

Annie Bessot  Claude Comiti 《Educational Studies in Mathematics》1978,9(1):17-39

Sans résuméAttachée de recherches en psychologie à I'IREM de Grenoble.Maître-Assistante de mathématiques à l'Université Scientifique et Médicale de Grenoble.First Conference of the International Group for the Psychology of Mathematical Education, Utrecht, August 1977.  相似文献   

Warning readers to avoid irrelevant information: When being vague might be valuable     

Annie Peshkam  Michael C. Mensink 《Contemporary educational psychology》2011,36(3):219-231

Students are often provided with instructions that are intended to influence their attention to particular sections or elements of their reading materials. To date, the bulk of the work on such prereading instructions has focused on drawing reader attention to relevant text information. In the current project, we examined whether instructions might also be useful in helping readers ignore irrelevant (albeit inherently interesting) information in text. In two experiments, prereading instructions asked readers to (a) focus on specific relevant text segments, (b) ignore specific irrelevant text segments, (c) maintain an awareness that the text contained irrelevant segments without specifically identifying them, or (d) read without warnings. Participants generally exhibited longer reading times and enhanced recall for irrelevant segments compared to base content, except in cases for which general instructions warned about but did not specifically identify those irrelevant elements. The implications of these findings for research on seductive details and text processing, as well practical applications for the design of reading instruction, are discussed.  相似文献   

An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children     

Annie M. Moses  Debbie B. Golos  Colleen M. Bennett 《Early Childhood Education Journal》2015,43(6):485-494

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