Here for You: Attachment and the Growth of Empathic Support for Friends in Adolescence     

Jessica A. Stern  Meghan A. Costello  Jessica Kansky  Caroline Fowler  Emily L. Loeb  Joseph P. Allen 《Child development》2021,92(6):e1326-e1341

Attachment was examined as a predictor of teens’ empathic support for friends in a multimethod longitudinal study of 184 U.S. adolescents (58% Caucasian, 29% African American, 13% other) followed from ages 14 to 18. Adolescents’ secure state of mind regarding attachment at 14 predicted teens’ greater capacity to provide empathic support during observed interactions with friends across ages 16–18 (B_average = .39). Teens’ empathic support was generally stable during this period, and less secure teens were slower to develop these skills. Further, teens’ attachment security predicted the degree to which friends called for their support (B_average = .29), which was associated with teens’ responsiveness to such calls. The findings suggest that secure attachment predicts teens’ ability to provide empathic support in close friendships.  相似文献   

What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function     

Rose M. Schneider  Jessica Sullivan  Kaiqi Guo  David Barner 《Child development》2021,92(4):e476-e492

Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts.  相似文献   

Effects of Montessori Education on the Academic,Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System     

Philippine Courtier  Marie-Line Gardes  Jean-Baptiste Van der Henst  Ira A. Noveck  Marie-Caroline Croset  Justine Epinat-Duclos  Jessica Léone  Jérôme Prado 《Child development》2021,92(5):2069-2088

Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; M_age = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; M_age = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.  相似文献   

“UNIFIED”: Bridging the Researcher–Practitioner Divide in Mind,Brain, and Education     

Michael H. Hobbiss  Jessica Massonni  Tracey Tokuhama‐Espinosa  Alastair Gittner  Mnica Arson de Sousa Lemos  Alice Tovazzi  Charlotte Hindley  Sharon Baker  Megan A. Sumeracki  Thomas Wassenaar  Ignatius Gous 《Mind, Brain, and Education》2019,13(4):298-312

Mind, Brain, and Education (MBE) science is by definition transdisciplinary. However, the communication and collaboration between constituent disciplines needed for true transdisciplinarity remains relatively rare. Consequently, many of the potential benefits of MBE science remain unrealized for parties on all sides of the discipline. The present commentary first conducts an analysis of the current strengths, weaknesses, opportunities, and threats of transdisciplinary partnerships in MBE. A new, free, and international web platform (“UNIFIED”) is then proposed to broker relationships between researchers and teachers within schools. This website would allow users to form collaborations based on a system of tags indexing their research interests as well as practicalities such as their location. Such a website appears well placed to realize many of the opportunities, and mitigate the threats and weaknesses, of transdisciplinary MBE research. The article concludes with an appeal to interested researchers and schools to contribute to the development of the project.  相似文献   

Assessment,Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning     

Beth Tumbleson  John Burke  Jessica Long 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):196-214

Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role.  相似文献   

拒绝大学校园里的香烟——宾夕法尼亚展开行动     

Jessica Calefati 《海外英语》2008,(12):24

Nicotine addicts can no longer light up anywhere on any of Pennsylvania's 14 state university campuses following the state higher education authority's decision to ban on-campus smoking,the Associated Press reported late last week.……  相似文献   

Individual differences and the development of joint attention in infancy   总被引：4，自引：0，他引：4  

Mundy P  Block J  Delgado C  Pomares Y  Van Hecke AV  Parlade MV 《Child development》2007,78(3):938-954

This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development.  相似文献   

Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design     

Kristen B. Wendell  Jessica E. S. Swenson  Tejaswini S. Dalvi 《科学教学研究杂志》2019,56(7):956-982

As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a comparative case study examining the epistemological framing dynamics of two novice urban teachers, Ana and Ben, as they learned and taught engineering design during a four-week institute for new elementary teachers. Although the two teachers had very similar teacher preparation backgrounds, they interpreted the purposes of engineering design learning and teaching in meaningfully different ways. During her own engineering sessions, Ana took up the goal not only of meeting the needs of the client but also of making scientific sense of artifacts that might meet those needs. When facilitating students' engineering, she prioritized their building knowledge collaboratively about how things work. By contrast, when Ben worked on his own engineering, he took up the goal of delivering a product. When teaching engineering to students, he offered them constrained prototyping tasks to serve as hands-on contexts for reviewing scientific explanations. These findings call for teacher educators to support teachers' framing of engineering design as a knowledge building enterprise through explicit conversations about epistemology, apprenticeship in sense-making strategies, and tasks intentionally designed to encourage reasoning about design artifacts.  相似文献   

Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge     

Toste  Jessica R.  Vaughn  Sharon  Martinez  Leticia R.  Bustillos-SoRelle  Danielle A. 《Reading and writing》2019,32(7):1705-1722

Reading and Writing - We examined the influence of teachers’ use of instructional time on students’ learning within the context of a randomized controlled trial investigating the...  相似文献   

Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects     

Lisa Didion  Jessica R. Toste  Marissa J. Filderman 《Journal of research on educational effectiveness》2020,13(1):29-66

Abstract

Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.  相似文献