Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade     

Elizabeth Hair  Tamara Halle  Elizabeth Terry-Humen  Bridget Lavelle  Julia Calkins 《Early childhood research quarterly》2006,21(4):431-454

Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths.  相似文献   

A technology crisis facing minority students     

Tamara Pearson 《TechTrends》2002,46(2):15-20

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Making the Hidden Explicit: Learning About Equity in K-8 Preservice Science Education     

Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254

Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged them to think more critically about their roles as teachers in creating spaces where all children have access to quality science learning experiences.

Tamara Holmlund NelsonEmail:

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Interest Assessment and the Content Area Literacy Environment: Challenges for Research and Practice   总被引：3，自引：0，他引：3  

Tamara L. Jetton  Patricia A. Alexander 《Educational Psychology Review》2001,13(3):303-318

Through our exploration of the assessment of interest, we highlight 5 issues that emerge in the effort to assess interest in content area literacy environments. First, we compare how interest is defined and generally how it has been assessed. Second, we focus more specifically on the assessment of text-based interest, and consider its assessment in less explored realms of the content area classroom that include hypertext and discussions. Third, we investigate how interest develops as students progress through their educational careers and how it is maintained over time. Fourth, we explore how assessing interest involves examining other student factors that are closely related to interest such as knowledge, importance, and strategic processing. Finally, we offer thoughts regarding directions educators can take in assessing interest within the complex literacy environment of today's content area classroom.  相似文献   

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico     

Brenna Hassinger-Das  Tamara S. Toub  Jennifer M. Zosh  Jessica Michnick  Roberta Golinkoff  Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.  相似文献   

Passive Accomplice or Active Disruptor     

Tamara Witschge 《Journalism Practice》2014,8(3):342-356

Mediatization of politics in the institutional perspective is commonly taken to refer to the interactions between political actors and media actors, where the first become increasingly governed by media logic and the latter become increasingly independent from other institutions. Even though we could picture the relations between the different constituents as a triangle with audience, media and political actors as equally important corners, the institutionalist perspective does not give equal attention to the audience as actor in the process. In this article, I ask to what extent audience participation in news production affects our understanding of the process of mediatization of politics. I discuss both how audience participation can be seen as a challenge to media's role in politics (challenging the current conceptualization of mediatization of politics) as well as how the theory of mediatization can be seen to be confirmed by currently dominant audience participation practices. In the first understanding, we can argue that audience participation challenges independence of institutional media actors (to give more power to both audiences and politicians). In the latter understanding, audience participation can be seen to be governed by the same commercial interests as other media production and in addition that both mainstream and alternative media are subject to search engine logic. This article then calls for a critical examination of our understanding of mediatization of politics to do justice to the multiplicity of logics informing media practices, the multiplicity of actors producing news and, crucially, the interaction between those logics and actors.  相似文献   

The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose     

Tamara G. Halle  Jessica Vick Whittaker  Marlene Zepeda  Laura Rothenberg  Rachel Anderson  Paula Daneri  Julia Wessel  Virginia Buysse 《Early childhood research quarterly》2014

This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry.  相似文献   

Using early care and education quality measures with dual language learners: A review of the research     

Ellen Peisner-Feinberg  Virginia Buysse  Allison Fuligni  Margaret Burchinal  Linda Espinosa  Tamara Halle  Dina C. Castro 《Early childhood research quarterly》2014

As the number of young dual language learners (DLLs) in early care and education (ECE) programs is increasing, it is critical to examine how well measures of the quality of practices in these settings reflect the needs of the diverse groups of children being served. This review of the research literature addressed these questions for ECE settings serving children birth-five: whether quality differs for settings serving high proportions of DLLs compared to typical samples, whether existing quality measures exhibit similar psychometric characteristics and associations with child outcomes in settings serving DLL and non-DLL children, and whether DLL-specific measures perform differently than general measures of quality. The search procedure produced 10 research studies that met the criteria for inclusion in the review out of approximately 3800 that were found initially and more than 300 that were reviewed. These studies included 10 out of 46 identified measures of ECE quality, including both general and DLL-specific measures. Findings suggested that widely used general ECE quality measures function similarly for DLLs compared to typical populations with regard to overall quality, psychometric characteristics, and child outcomes. Further research is needed to broaden the knowledge base for a wider variety of measures, beyond center-based settings, and beyond Spanish-speaking DLLs, as well as to enhance methodological approaches. There appear to be potential research opportunities through numerous existing studies that included DLL populations but had not analyzed their data in regard to these groups.  相似文献   

Portrayals of Women in Transnational Arab Television Drama Series     

Tamara Kharroub  Andrew J. Weaver 《广播与电子媒介杂志》2013,57(2):179-195

This content analysis of 15 Arabic and 3 Turkish drama serials on transnational Arab television examined the gender portrayals of characters. The analysis of 743 characters found that women were underrepresented, less likely to have recognizable jobs, and more likely than men to be portrayed in sex-typed occupations, activities, and settings. The analysis also revealed that programs with female writers were significantly less gender stereotypical. Moreover, differences were found among the producing Arab countries in terms of the portrayals of women; conservative countries had more sex-typed portrayals than the more liberal Arab countries, whereas Turkish programs had similar portrayals to Arabic programs produced in the liberal Arab states. The general findings are discussed in comparison to U.S. programming, and in relation to selective exposure, identification with characters, and potential effects on Arab viewers' gender role beliefs.  相似文献   

Our Experience with User Experience: Exploring Staffing Configurations to Conduct UX in an Academic Library     

Katy Kavanagh Webb  Tamara Rhodes  Eleanor Cook  Christine Andresen  Roger Russell 《图书馆管理杂志》2013,53(7):757-776

ABSTRACT

A research project was undertaken by a university library system to develop a sustainable user experience strategy. A task force was convened to conduct a pilot project with members from both libraries in the system to assess staffing responsibilities, guidelines, processes, and data-gathering procedures. The team tested an electronic resources list common to both libraries. In describing the methods employed by the task force in their research, this article outlines the benefits and drawbacks of staffing configurations to initiate user experience practices in an academic library setting.  相似文献