Attachment for Infants in Foster Care: The Role of Caregiver State of Mind   总被引：1，自引：0，他引：1  

Mary Dozier  K. Chase Stoval  Kathleen E. Albus  & Brady Bates 《Child development》2001,72(5):1467-1477

The concordance between foster mothers' attachment state of mind and foster infants' attachment quality was examined for 50 foster mother-infant dyads. Babies had been placed into the care of their foster mothers between birth and 20 months of age. Attachment quality was assessed between 12 and 24 months of age, at least 3 months after the infants' placement into foster care. The two-way correspondence between maternal state of mind and infant attachment quality was 72%, kappa = .43, similar to the level seen among biologically intact mother-infant dyads. Contrary to expectations, age at placement was not related to attachment quality. Rather, concordance between maternal state of mind and infant attachment was seen for relatively late-placed babies, as well as early placed babies. These findings have two major implications. First, following a disruption in care during the first year and a half of life, babies appear capable of organizing their behavior around the availability of new caregivers. Second, these data argue for a nongenetic mechanism for the intergenerational transmission of attachment.  相似文献   

THE MEDIATING ROLE OF ENGAGEMENT IN MENTORING RELATIONSHIPS AND SELF‐ESTEEM AMONG AFFLUENT ADOLESCENT GIRLS     

Belle Liang  Terese Jean Lund  Angela M. Desilva Mousseau  Rene Spencer 《Psychology in the schools》2016,53(8):848-860

This study examined the influence of growth‐fostering mentoring relationships on the self‐esteem of adolescent female students from affluent communities. Studies have demonstrated that this population of students is susceptible to psychological distress and self‐esteem problems, due to perfectionistic strivings and achievement pressures. Specifically, we hypothesized that growth‐fostering mentoring relationships (e.g., with teachers and school staff) would be positively associated with self‐esteem. Moreover, we expected that this association would be mediated by engagement in purposeful activities. The authors surveyed 207 girls from two independent secondary schools and found support for the mediation hypothesis. Using an ordinary least squares regression approach, the association between growth‐fostering mentoring relationships and self‐esteem was mediated by youth engagement in purposeful activities. Implications for future research and practice in schools are discussed.  相似文献   

Learning Environment in Light of Positional,Institutional, and Cultural Interpretations: An Empirically-Based Conceptual Analysis     

Velibor Bobo Kovač  Ingrid Lund  Heidi Omdal 《Educational Studies A Journal of the American Educational Studies Association》2017,53(1):78-94

This study explores the possibility that the concept of learning environment (LE) is understood and interpreted differently by various users, depending on their relative positions in the educational system, institutional affiliation, and cultural heritage. The study employs a qualitative approach and is based on 14 semistructured separate interviews with professionals in the field of education. The participants in the study have been chosen from 3 different levels in the educational system (assistants, kindergarten and school teachers, and principals/county government representatives) and across different institutions (kindergartens and schools). The data reveal a clear pattern in which the conceptualization of LE is influenced by the relative positions of the actors, established practices and norms inside the specific system, and the cultural heritage of the given context. The tendency of various stakeholders to understand and interpret LE differently has direct implications for development and implementation of future educational policies. The study emphasizes that the awareness of these effects is important for (a) successful communication between educational professionals operating in different positions in the system, and (b) the academic community, which tends to shape the manner in which the theoretical concepts are defined.  相似文献   

Patches as an expressive medium for exploratory multi-agent modelling     

Corey Brady 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1024-1042

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A Review of: “ADULTHOOD: NEW TERRAIN New Directions for Adult and Continuing Education (No. 108, Winter 2005)” Edited by Mary Alice Wolf     

Reviewed by E. Michael Brady 《Educational gerontology》2013,39(1):85-86

The problem‐oriented biomedical paradigm that directs health care in most of the Western hemisphere is insufficient for clinical geriatrics and gerontology. A new framework must be constructed that is more optimistic, longitudinal, collaborative, and humane. I describe a goal‐oriented approach that achieves these objectives. This paradigm requires a functional, open‐ended definition of health. The term usual is substituted for normal, and problems are reframed as challenges. Life is viewed as a series of adventures, and illness and death are recognized to be essential features of life. An outline of general health care goals and an example of a goal‐oriented care plan format are provided to guide educators and clinicians who wish to begin to apply the model in their work.  相似文献   

GETTING TO KNOW THE LIFE STORIES OF OLDER ADULTS: ACTIVITIES FOR BUILDING RELATIONSHIPS By Kathy Laurenhue     

Reviewed by E. Michael Brady 《Educational gerontology》2013,39(4):356-357

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THE ATTITUDE OF SOME PROFESSIONS TO CONTINUING REFRESHER EDUCATION     

John Brady 《Studies in Continuing Education》2013,35(7):53-64

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Weaving new meanings: evaluating children's written responses to a story telling resource package     

Josephine Brady  Elaine Millard 《Literacy》2012,46(1):17-24

This paper documents an evaluation of children's written responses to a story telling package used in an intervention project set up by the National Association for the Teaching of English as part of the larger Inspire Rotherham literacy campaign. The brief was to provide a group of primary teachers with innovative and inspirational approaches to raise the aspiration of Key Stage 2 children (age range 7‐9) and to improve their skills in story writing. The schools, who were self‐ selecting, were given a DVD of a professional story teller narrating tales appropriate to the age group, used alongside drama and role play workshops which helped the teachers engage children in aspects of narrative. The children were asked to retell one of their own favourite stories in writing before hearing the DVD stories and then to repeat this activity at the end of the 6‐week project. They were asked to include both pictures and writing. Their texts were analysed to provide both quantitative and textual data. Children were shown to have adopted many features of the language of the oral narratives they had heard in the second task improving both the structure and imagery of the stories they produced.  相似文献   

Negotiating and reshaping Christian values and professional identities through action research: experiential learning and professional development among Christian religious education teachers     

Øystein Lund Johannessen 《Educational Action Research》2013,21(3):331-349

In European societies, major patterns of plurality have changed over recent decades due to modernization and globalization. In schools, these new patterns of plurality have consequences for learning processes and may be challenging for students and teachers. This article investigates these issues, taking as its point of departure the way they surfaced in the Norwegian subject-oriented research project ‘Teaching about Religious Diversity in Schools. Applying and Developing an Interpretive Cultural Approach to Religious Education’ (2007–2010). Nine teachers and two researchers worked together in a community of practice, adopting an action research mode of collaboration. Each participant carried out and documented individual development projects, mostly within their own student groups. Developments and results were discussed in regular community-of-practice workshops. The data analysed in this article were generated from these workshops and from interviews with participants. The main research question raised is how an action research project in the field of religious education can lead to professional development for the participants. More specifically, the question is how such development can be described with respect to the relationship between personal and professional aspects of teacher identity and practice. The introduction of core concepts from theories of religious education and action learning triggered a collective inquiry among the participants into their own professional knowledge. Gradually a common professional discourse developed within the community of practice, and the participants became aware of and started to investigate critically how personal values and beliefs played a role in their professional work.  相似文献   

The synergistic effect of affective factors on student learning outcomes     

Brady Michael Jack  Huann‐shyang Lin  Larry D. Yore 《科学教学研究杂志》2014,51(8):1084-1101

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