Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children     

Carrie L. Ota  Ann M. Berghout Austin 《Early childhood research quarterly》2013

The purpose of this study was to examine the effectiveness of two professional development models in increasing family child care providers’ frequency of linguistic inputs in conversations with young children. The first professional development model consisted of a 10-h in-service training focused on supporting early language development. The second included the same 10-h in-service training program and mentoring. Providers and children at 48 family child care programs participated in this study. The family child care programs were randomly assigned to one of the two professional development models (i.e., training or training with mentoring) or to a control group. Audio recordings of the language environment were collected prior to the in-service training, at the completion of the in-service training, and at the completion of the mentoring. Hierarchical linear modeling was used to examine the average increase in the frequency of providers’ use of linguistic inputs over three observations, conducted before training, immediately at the end of training, and 6 weeks after training. Results indicate that both forms of professional development increased linguistically stimulating inputs as compared to the control group. The professional development model including mentoring support was related to greater increases in providers’ use of informational talk and teaching utterances over in-service training without mentoring.  相似文献   

Associations Among Pubertal Development,Empathic Ability,and Neural Responses While Witnessing Peer Rejection in Adolescence     

Carrie L. Masten  Naomi I. Eisenberger  Jennifer H. Pfeifer  Natalie L. Colich  Mirella Dapretto 《Child development》2013,84(4):1338-1354

Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in regions underlying cognitive aspects of empathy. Likewise, at age 13 greater perspective taking related to activity in cognitive empathy‐related regions; however, affective components of empathy (empathic concern and personal distress) were associated with activity in both cognitive and affective pain‐related regions. Longitudinal increases in empathic ability related to cognitive and affective empathy‐related circuitry. Findings provide preliminary evidence that physical and cognitive‐emotional development relate to adolescents' neural responses when witnessing peer rejection.  相似文献   

Responses to Jealousy Situations That Evoke Uncertainty in Married and Dating Relationships     

Carrie Kennedy-Lightsey  Melanie Booth-Butterfield 《Communication quarterly》2013,61(2):255-275

This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.  相似文献   

The Educational Attainment Process Among Adolescents with Disabilities And Children of Parents with Disabilities     

Carrie L. Shandra  Dennis P. Hogan 《International Journal of Disability, Development & Education》2009,56(4):363-379

This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without disabilities in the United States. Parents—but not adolescents—are likely to reduce their educational expectations when adolescents have a mild or serious disability, net of school performance. These parental—but not adolescent—expectations are significantly associated with high school completion. Finally, even after controlling for educational expectations and school performance, youth with serious disabilities are much less likely to graduate from high school than youth without disabilities. Despite the considerable strides made in the implementation of the Individuals with Disabilities Education Act, students with disabilities are not achieving educational parity in graded schooling.  相似文献   

A case example of assessment and evaluation: Building capability in a corporate university     

Shawn Overcast  Therese Schmidt  Kimfong Lei  Carrie Rodgers  Nigel A. Chung 《Performance Improvement》2009,48(6):5-15

One corporate university makes measurement a priority by dedicating resources and assigning responsibilities to a centralized analytics function: the assessment, measurement, and evaluation team. As more measurement became a focus for learning and business leaders alike, the more the team became motivated to take a critical look at how it was approaching assessment, measurement, and evaluation activities and how it could leverage its capabilities, technology, and processes to have a greater reach across the organization.  相似文献   

Indigenizing civic education in Africa: Experience in Madagascar and the Sahel   总被引：1，自引：0，他引：1  

Carrie Antal  Peter Easton   《International Journal of Educational Development》2009,29(6):599-611

In Africa, as in many countries of the South, democratization is sometimes perceived as a process modeled upon outside – and specifically Northern – experience. Formal civic education programs in those countries arguably reflect the same bias and have not always been notably successful. Yet there are rich patterns of civic involvement and democratic process in African culture and in the myriad ways in which it has adapted to development challenges, often more successfully reflected in non-formal and informal education endeavors. This article reports on a comparative study of related experience in Madagascar and Sahelian West Africa and draws conclusions regarding ways to draw inspiration for school-based civic education from such ground-level sources.  相似文献   

Interaction of Imposter Phenomenon and Research Self-Efficacy on Scholarly Productivity     

Kelly L. Wester  Shreya Vaishnav  Carrie Wachter Morris  Jordan L. Austin  Jaimie Stickl Haugen  Heather Delgado  Lindsey K. Umstead 《Counselor Education & Supervision》2020,59(4):316-325

Research self-efficacy, imposter phenomenon, and scholarly productivity were explored among a sample of 247 counselor educators. In most cases, feeling like an imposter hindered scholarly productivity; however, the interaction of a moderate to frequent amount of imposter feelings with high research self-efficacy increased scholarly productivity.  相似文献   

Women sport fans: identification,participation, representation     

Carrie Dunn 《Soccer & Society》2019,20(1):193-195

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A cultural approach to patriotism     

Marcus J. Coleman  Tina M. Harris  Kevin L Bryant  Carrie Reif-Stice 《Journal of International and Intercultural Communication》2018,11(3):173-191

This study explores an under-researched phenomenon of how African Americans communicate about patriotism via ordinary political conversation. We conducted two studies that offer a critical-qualitative analysis of how patriotism is colloquially articulated among African Americans. In study one, focus group interviews were conducted, transcribed, and analyzed using constant comparative method. In study two, we conducted a quantitative content analysis. The findings from study one revealed that there are three relational conceptualizations that help characterize one’s orientation to their nation (i.e., community: subordinate, guardian, and tumultuous). Participants expressed having an attachment to, identification with, and commitment to their communities.  相似文献   

The impact of the supporters’ trust movement on women’s feelings and practices of their football fandom     

Carrie Dunn 《Soccer & Society》2017,18(4):462-475

This article looks at the ways in which female football fans in England have responded to and become involved in the cooperative supporters’ trust movement. It examines the history and development of the movement, which offers a new, democratic and equitable way for supporters to become involved in the life of their club, and become part of a new, wider fan community, broader than simple club allegiance. The involvement of respondents in the supporters’ trust movement is explored, profiling the ways in which they have immersed or distanced themselves from the trust concept and community, and comparing their experiences as they have described them in interview. I argue that the trust movement offers the opportunity for supporters to help the game progress in a way that is advantageous to all fans, not just females; and this seems to be an element of the movement that has great appeal to women.  相似文献