CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism     

Raver CC  Jones SM  Li-Grining C  Zhai F  Bub K  Pressler E 《Child development》2011,82(1):362-378

Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed.  相似文献   

Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence     

McNeil NM  Fyfe ER  Petersen LA  Dunwiddie AE  Brletic-Shipley H 《Child development》2011,82(5):1620-1633

This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts.  相似文献   

Gender differences in the effects of exposure to intimate partner violence on adolescent violence and drug use     

Fagan AA  Wright EM 《Child abuse & neglect》2011,35(7):543-550

Objective

This study investigated the long-term effects of exposure to intimate partner violence in the home on adolescent violence and drug use and gender differences in these relationships. Although the general relationship between exposure to IPV and negative outcomes for youth has been demonstrated in past research, gender differences in the effects of IPV on adolescents have been rarely assessed using longitudinal data.

Methods

Longitudinal data was obtained from 1,315 adolescents and their primary caregivers participating in the Project on Human Development in Chicago Neighborhoods (PHDCN). The sample was 51% female and ethnically diverse (45% Hispanic, 37% African-American, and 14% Caucasian). Two waves of data were assessed to examine the effects of exposure to IPV, reported by caregivers when their children were aged 12 and 15, on violence and drug use, reported by adolescents 3 years later. Multivariate statistical models were employed to control for a range of child, parent, family, and neighborhood risk factors.

Results

Exposure to IPV did not significantly predict subsequent violence among males or females in multivariate analyses. IPV exposure was significantly related to the frequency of drug use for females but did not predict drug use among males. This gender difference was not statistically significant, however, which suggests more similarities than differences in the relationship between exposure to IPV and subsequent violence and drug use.

Conclusions

This study supports prior research indicating that exposure to IPV can negatively impact adolescent development, but it suggests that these effects may be more likely to influence some outcomes (e.g., drug use) than others (e.g., interpersonal violence). The findings also emphasize the need for additional research examining the overall impact of IPV on adolescent problem behaviors and gender differences in these relationships, including longitudinal studies and investigations that control for a range of other important predictors. A better understanding of these relationships can help inform intervention efforts aimed at ensuring that adolescents living in violent households receive timely and appropriate services to help prevent the occurrence of future problem behaviors.  相似文献   

Effects of self-talk: a systematic review     

Tod D  Hardy J  Oliver E 《运动与训练心理学杂志》2011,33(5):666-687

This article presents a systematic review of the literature examining the relationship between self-talk and performance. "Second-generation questions" regarding potential mediators and moderators of the self-talk-performance relationship were also examined. A total of 47 studies were analyzed. Results indicated beneficial effects of positive, instructional, and motivational self-talk for performance. Somewhat surprisingly, two evidence-based challenges to popular current viewpoints on self-talk emerged. First, negative self-talk did not impede performance. Second, there was inconsistent evidence for the differential effects of instructional and motivational self-talk based on task characteristics. Results from the mediation-based analysis indicate that cognitive and behavioral factors had the most consistent relationships with self-talk. The findings are discussed in the context of recent theoretical advances, and the article includes recommendations for future research (e.g., the use of designs allowing the testing of meditational hypotheses) and for current applied practice (e.g., avoiding the use of thought-stopping techniques).  相似文献   

Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations     

Farewell  Charlotte V.  Quinlan  Jennie  Melnick  Emily  Powers  Jamie  Puma  Jini 《Early Childhood Education Journal》2022,50(2):197-206

Early Childhood Education Journal - The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during...  相似文献   

A Critical Challenge: The Engagement and Assessment of Contingent,Part-Time Adjunct Faculty Professors in United States Community Colleges     

Michael R. Jolley  Emily Cross  Miles Bryant 《Community College Journal of Research & Practice》2014,38(2-3):218-230

In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012 National Center for Education Statistics . ( 2012 ). IPEDS, Digest of education statistics, Winter 2011–12, human resources component, fall staff section: Table 286 [data file]. Retrieved from http://nces.ed.gov/programs/digest/d12/tables/dt12_286.asp  [Google Scholar]). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff—faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013 American Association of University Professors (AAUP) . ( 2013 ). Background facts on contingent faculty. Retrieved from http://www.aaup.org/issues/contingency/background-facts  [Google Scholar]; Schuster & Finklestein, 2006 Schuster , J. H. , & Finklestein , M. J. ( 2006 ). The American faculty: The restructuring of academic work and careers . Baltimore , MD : The Johns Hopkins University Press . [Google Scholar]). However, limited research exists on the working experiences of this major subpopulation of United States professors.

The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures.  相似文献   

Next Generation Science Standards: All Standards,All Students   总被引：1，自引：0，他引：1  

Okhee Lee  Emily C. Miller  Rita Januszyk 《Journal of Science Teacher Education》2014,25(2):223-233

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EXPLORING INDIVIDUAL AND SCHOOL-RELATED FACTORS AND ENVIRONMENTAL LITERACY: COMPARING U.S. AND CANADA USING PISA 2006     

Emily Lin  Qingmin Shi 《International Journal of Science and Mathematics Education》2014,12(1):73-97

Questions remain about how to best prepare students to be environmentally literate. Although Canada and U.S. share similarities in education systems, diversity in student population, and historical roots in formalizing environmental education, Canada is one of the top performing countries in international science assessments while U.S. matches average performing countries. This study examined the relationship of individual and school-related factors to environmental literacy by comparing students’ performances in knowledge, awareness, attitudes, and behavior about environmental issues between U.S. and Canada using PISA 2006. Findings suggest that knowledge, awareness, attitudes, and behavior are inter-related, and development of certain domains of environmental literacy may be enhanced by classroom student investigations. Prior explanations for U.S. lower performance in environmental literacy cannot be attributed only to low socio-economic status and student diversity.  相似文献   

Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences     

Emily A. Wiley  Nicholas A. Stover 《CBE life sciences education》2014,13(1):131-138

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have extended the typical model of inquiry-based labs to include a means for targeted dissemination of student-generated discoveries. This initiative required: 1) creating a set of research-based lab activities with the potential to yield results that a particular scientific community would find useful and 2) developing a means for immediate sharing of student-generated results. Working toward these goals, we designed guides for course-based research aimed to fulfill the need for functional annotation of the Tetrahymena thermophila genome, and developed an interactive Web database that links directly to the official Tetrahymena Genome Database for immediate, targeted dissemination of student discoveries. This combination of research via the course modules and the opportunity for students to immediately “publish” their novel results on a Web database actively used by outside scientists culminated in a motivational tool that enhanced students’ efforts to engage the scientific process and pursue additional research opportunities beyond the course.  相似文献   

Online Plagiarism Training Falls Short in Biology Classrooms     

Emily A. Holt  Britt Fagerheim  Susan Durham 《CBE life sciences education》2014,13(1):83-89

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.  相似文献