Rearing Difficult Children: Parents' Personality and Children's Proneness to Anger as Predictors of Future Parenting     

Koenig JL  Barry RA  Kochanska G 《Parenting, science and practice》2010,10(4):258-273

OBJECTIVE: This multi-method study of 102 mothers, fathers, and children examined children's difficult temperament as a moderator of the links between parental personality and future parenting. METHODS: Parents described themselves on the Big Five traits and Optimism. Children's difficult temperament was observed at 25 and 38 months in paradigms that assessed proneness to anger. Each parent's responsive, affectively positive parenting was observed in lengthy naturalistic interactions at 67 months. RESULTS: Regardless of child temperament, for mothers, low Neuroticism, and for fathers, high Extraversion predicted more positive parenting. For difficult, anger-prone children, mothers' low and high Optimism and fathers' low and high Openness were associated, respectively, with less or more positive parenting. CONCLUSIONS: Challenges due to children's difficult temperaments appear to amplify links between parental personality traits and parenting.  相似文献   

Neuromuscular, biochemical and perceptual post-match fatigue in professional rugby league forwards and backs   总被引：1，自引：1，他引：0  

Twist C  Waldron M  Highton J  Burt D  Daniels M 《Journal of sports sciences》2012,30(4):359-367

In this study, we investigated changes in creatine kinase, perceptual and neuromuscular fatigue of professional rugby league players after match-play. Twenty-three male rugby league players (10 backs, 13 forwards) had their creatine kinase, perceptual ratings of fatigue, attitude to training, muscle soreness, and flight time in a countermovement jump measured before and 1 and 2 days after (day 1 and day 2 respectively) league matches. Total playing time, offensive and defensive contacts were also recorded for each player. Creatine kinase was higher both 1 and 2 days after than before matches (P < 0.05) in forwards and backs. Similarly, perceived fatigue and muscle soreness were higher than pre-match on both days 1 and 2 (P < 0.05), but did not differ between groups (P > 0.05). Jump performance was lower on day 1 but not day 2 for both groups (P < 0.05). While total playing time was longer in backs (P < 0.05), relative frequencies for all contacts were greater in forwards (P < 0.05). Contacts for forwards were correlated with all markers of fatigue (P < 0.05), but only flight time was correlated with offensive contacts in backs (P < 0.05). Despite the mechanisms of fatigue being different between forwards and backs, our results highlight the multidimensional nature of fatigue after a rugby league match and that these markers do not differ between positions.  相似文献   

Starting small: Building preschool teacher knowledge that supports early literacy development   总被引：1，自引：0，他引：1  

Anne E. Cunningham  Jamie Zibulsky  Mia D. Callahan 《Reading and writing》2009,22(4):487-510

A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children’s early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.  相似文献   

Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy     

Anne Cunningham  Jamie Zibulsky 《Reading and writing》2009,22(4):375-378

  相似文献   

Neuromuscular predictors of competition performance in advanced international female weightlifters: a cross-sectional and longitudinal analysis     

Shaun A. Joffe  Jamie Tallent 《Journal of sports sciences》2020,38(9):985-993

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The Islamic Villa in Early Medieval Iberia: Architecture and Court Culture in Umayyad Córdoba     

Jamie Wood 《Al-Masaq: Islam & the Medieval Mediterranean》2014,26(3):321-323

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Teaching Artistry and Workplace Wellness     

Jamie Roach 《Teaching Artist Journal》2016,14(1):5-14

How can Applied Theatre impact office productivity and employee well-being? A pilot program in NYC presents its discoveries.  相似文献   

Specific Reading Comprehension Disability: Major Problem,Myth, or Misnomer?     

Mercedes Spencer  Jamie M. Quinn  Richard K. Wagner 《Learning disabilities research & practice》2014,29(1):3-9

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than 1 percent of first‐ through third‐grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed.  相似文献   

MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning     

Mable B. Kinzie  Jessica Vick Whittaker  Amanda P. Williford  Jamie DeCoster  Patrick McGuire  Youngju Lee  Carolyn R. Kilday 《Early childhood research quarterly》2014

MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes.  相似文献   

Higher Education Rankings: Evolution,Acceptance, and Dialogue     

Jamie Merisotis  Jan Sadlak 《Higher Education in Europe》2005,30(2):97-101

Departing from the usual ‘From the Editors' piece, Jamie Merisotis, President of the Institute for Higher Education Policy, and Jan Sadlak, Director of UNESCO‐CEPES, reflect on the content of this issue of the review. At the same time, they outline the essential developments affecting ranking systems and methodologies in higher education. These developments made up the main topic of the meeting jointly organized by the Institute for Higher Education Policy and UNESCO‐CEPES for the project “Higher Education Ranking Systems and Methodologies: How They Work, What They Do”, and held in Washington D.C., USA on 10–11 December 2004. Most of the articles presented in this issue relate to the context of the above‐mentioned meeting.  相似文献