Student Teachers: More than Luck is Required     

Kristin Lindholm 《Clearing house (Menasha, Wis.)》2013,86(8)

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Commentary: Positive Youth Development Goes Mainstream          下载免费PDF全文

Kristin A. Moore 《Child development》2017,88(4):1175-1177

Evidence has accumulated that confirms the success of a positive youth development (PYD) approach. Importantly, a positive development approach is just that—an approach. It is not a particular program or curriculum but a set of practices designed to achieve one or more positive outcomes. As such, PYD practices can be added onto other programs to make positive outcomes more likely. For example, a tutoring program can work hard to hire and train staff to work with students in a trusting, respectful relationship. Camp counselors can be encouraged to build rapport and positive bonds among the campers.  相似文献   

Moving an Evidence‐Based Parenting Program Into the Community          下载免费PDF全文

Caroline K.P. Roben  Mary Dozier  EB Caron  Kristin Bernard 《Child development》2017,88(5):1447-1452

Attachment and Biobehavioral Catch‐up (ABC) is a parenting program developed to enhance sensitivity among parents of infants who experience early adversity. In several randomized clinical trials, the intervention's efficacy has been demonstrated. Moving interventions into the community with adequate fidelity is challenging, though, and intervention effects are often much smaller than when tested in randomized clinical trials. To enhance the likelihood that ABC is delivered with high fidelity, a microanalytic fidelity assessment was developed. Using this fidelity tool as a central component of training, supervision, and certification, changes in parent sensitivity for 108 families with children ages 6 months to 2 years were as large as those seen in laboratory settings. These findings are discussed with regard to implications for moving other evidence‐based interventions into the community.  相似文献   

Individual,co‐operative and collaborative data use: A conceptual and empirical exploration          下载免费PDF全文

Roos Van Gasse  Kristin Vanlommel  Jan Vanhoof  Peter Van Petegem 《British Educational Research Journal》2017,43(3):608-626

In recent decades, the belief has originated that data use contributes to more thought‐out decisions in schools. The literature has suggested that fruitful data use is often the result of interactions among team members. However, up until now, most of the available research on data use has used ‘collaboration’ as an umbrella concept to describe very different types of interaction, without specifying the nature of collaboration or the degree of interdependency that takes place in interactions. Therefore, the current study investigates and describes Flemish teachers’ individual, co‐operative and collaborative data use. In doing so, the level of interdependency of teachers’ interactive activities (storytelling, helping, sharing, joint work) is taken into account. The results of a qualitative study with semi‐structured interviews show that teachers’ data use is predominantly of an individual nature and that felt interdependencies among teachers are few. The study enhances knowledge and opens the conceptual debate about teachers’ interactions in the context of data use.  相似文献   

Arts education and the high school dropout problem     

M. Kathleen Thomas  Priyanka Singh  Kristin Klopfenstein 《Journal of Cultural Economics》2015,39(4):327-339

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Maternal Expectations for Toddlers' Reactions to Novelty: Relations of Maternal Internalizing Symptoms and Parenting Dimensions to Expectations and Accuracy of Expectations     

Kiel EJ  Buss KA 《Parenting, science and practice》2010,10(3):202-218

OBJECTIVE: Although maternal internalizing symptoms and parenting dimensions have been linked to reports and perceptions of children's behavior, it remains relatively unknown whether these characteristics relate to expectations or the accuracy of expectations for toddlers' responses to novel situations. DESIGN: A community sample of 117 mother-toddler dyads participated in a laboratory visit and questionnaire completion. At the laboratory, mothers were interviewed about their expectations for their toddlers' behaviors in a variety of novel tasks; toddlers then participated in these activities, and trained coders scored their behaviors. Mothers completed questionnaires assessing demographics, depressive and worry symptoms, and parenting dimensions. RESULTS: Mothers who reported more worry expected their toddlers to display more fearful behavior during the laboratory tasks, but worry did not moderate how accurately maternal expectations predicted toddlers' observed behavior. When also reporting a low level of authoritative-responsive parenting, maternal depressive symptoms moderated the association between maternal expectations and observed toddler behavior, such that, as depressive symptoms increased, maternal expectations related less strongly to toddler behavior. CONCLUSIONS: When mothers were asked about their expectations for their toddlers' behavior in the same novel situations from which experimenters observe this behavior, symptoms and parenting had minimal effect on the accuracy of mothers' expectations. When in the context of low authoritative-responsive parenting, however, depressive symptoms related to less accurate predictions of their toddlers' fearful behavior.  相似文献   

Race salience and essentialist thinking in racial stereotype development     

Pauker K  Ambady N  Apfelbaum EP 《Child development》2010,81(6):1799-1813

The authors explored the emergence and antecedents of racial stereotyping in 89 children ages 3-10 years. Children completed a number of matching and sorting tasks, including a measure designed to assess their knowledge and application of both positive and negative in-group and out-group stereotypes. Results indicate that children start to apply stereotypes to the out-group starting around 6 years of age. Controlling for a number of factors, 2 predictors contributed significantly toward uniquely explaining the use of these stereotypes: race salience (i.e., seeing and organizing by race) and essentialist thinking (i.e., believing that race cannot change). These results provide insight into how and when real-world interventions aimed at altering the acquisition of racial stereotypes may be implemented.  相似文献   

Using Small-Scale Randomized Controlled Trials to Evaluate the Efficacy of New Curricular Materials     

Dina Drits-Esser  Kristin M. Bass  Louisa A. Stark 《CBE life sciences education》2014,13(4):593-601

How can researchers in K–12 contexts stay true to the principles of rigorous evaluation designs within the constraints of classroom settings and limited funding? This paper explores this question by presenting a small-scale randomized controlled trial (RCT) designed to test the efficacy of curricular supplemental materials on epigenetics. The researchers asked whether the curricular materials improved students’ understanding of the content more than an alternative set of activities. The field test was conducted in a diverse public high school setting with 145 students who were randomly assigned to a treatment or comparison condition. Findings indicate that students in the treatment condition scored significantly higher on the posttest than did students in the comparison group (effect size: Cohen''s d = 0.40). The paper discusses the strengths and limitations of the RCT, the contextual factors that influenced its enactment, and recommendations for others wishing to conduct small-scale rigorous evaluations in educational settings. Our intention is for this paper to serve as a case study for university science faculty members who wish to employ scientifically rigorous evaluations in K–12 settings while limiting the scope and budget of their work.  相似文献   

Distribution channel management in e-government: Addressing federal information policy issues     

Kristin N. Frey  Stephen H. Holden   《Government Information Quarterly》2005,22(4):685-701

Part of the promise of electronic government (e-government) is its ability to transform the delivery of information services and products from government to users. E-government allows federal agencies to supplement and even supplant private sector roles intermediating between government agencies and users, creating unintended consequences in terms of policy, theory, and practice. The problem is called “channel conflict” in the marketing literature, and the typical response is called distribution channel management (DCM). After reviewing the literatures of e-government, information policy, and DCM, the paper explores differing DCM philosophies of two federal agencies: the Internal Revenue Service and the U.S. Census Bureau. An examination of these two DCM programs provides insights on how federal agencies may be able to manage their various channels for e-government offerings despite tensions in the current legal and policy context. The paper concludes by using DCM literature to help frame options for dealing with these tensions.  相似文献   

Parasitology as a teaching tool: isolation of apicomplexan cysts from store-bought meat          下载免费PDF全文

Eggleston TL  Fitzpatrick E  Hager KM 《CBE life sciences education》2008,7(2):184-192

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