Finding the voice of students engaging in online alternative provision via digital data collection methods     

Sharon Smith 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):899-914

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Assessment of Autism Symptoms From 6 to 18 Months of Age Using the Autism Observation Scale for Infants in a Prospective High-Risk Cohort     

Lonnie Zwaigenbaum  Susan E. Bryson  Jessica Brian  Isabel M. Smith  Lori Sacrey  Vickie Armstrong  Wendy Roberts  Peter Szatmari  Nancy Garon  Tracy Vaillancourt  Caroline Roncadin 《Child development》2021,92(3):1187-1198

The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months.  相似文献   

Latent profiles of attitudes toward print and digital reading among adolescents     

Jang  Bong Gee  Ryoo  Ji Hoon  Smith  Kristin Conradi 《Reading and writing》2021,34(5):1115-1139

Reading and Writing - A growing body of research has highlighted the important role attitudes play for adolescent readers, but few have examined differences in attitudes across purposes and...  相似文献   

Graduate Students’ Perceptions and Expectations of Instructional Design and Technology     

Kennon M. Smith  Jason Hessing  Barbara A. Bichelmeyer 《TechTrends》2006,50(4):17-27

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A Scheme to Promote Social Attention and Functional Language in Young Children with Communication Difficulties and Autistic Spectrum Disorder     

Carolyn Smith  Sarah Goddard  Michael Fluck 《Educational Psychology in Practice》2004,20(4):319-333

This paper describes an approach to intervention that aims to foster the skill of young children with autistic spectrum disorder to share social attention and action to promote socially meaningful communication. It applies principles derived from research into pre‐linguistic development. The efficacy of the approach was evaluated through both a formal research project and within a clinical setting of a Portage scheme with groups of three to five year olds with a severe delay in their ability to communicate/autistic spectrum disorder. Outcome measures showed significantly accelerated levels of participation in social games and associated development of communication skills.  相似文献   

我如何取得今天的成就:电子游戏市场主管的道白     

Diane Hess 《海外英语》2007,(1):44-45

Jordan Edelstein's moment of clarity(清楚,透明) came 35,000 feet above ground. On a plane from Detroit to Minnesota on Thanksgiving, Mr. Edelstein says, he realized that while he was content in his marketing job, he wanted something more. He wanted to be inspired by it.  相似文献   

Questioning reform in the standards movement: professional development and implementation of common core across the rural South     

Jennifer Barrett-Tatum  Jason M. Smith 《Teachers and Teaching》2018,24(4):384-412

The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students, individual classroom teachers are able to create equitable instruction based on policy and curriculum mandates. For such reform efforts to be successful, standards must be implemented with fidelity, thoroughness, and strong support from stakeholders. The present study examines the role of teacher preparation for CCSS implementation, notably in rural and economically depressed districts in the American South. Teachers were surveyed about their CCSS professional development experiences and needs, CCSS instructional and assessment practices, and perceptions of student learning related to new standards. The analysis reveals that teachers do not feel fully prepared to teach according to CCSS, and highlights areas of professional development where districts failed to support effective teacher implementation. Findings from this study illustrate inequitable professional development for teachers and provide implications for professional development types, content, and quality that teachers perceive as essential for CCSS success.  相似文献   

Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care   总被引：1，自引：0，他引：1  

Carollee Howes  Ellen W. Smith 《Early childhood research quarterly》1995,10(4)

Eight hundred forty children (435 girls) enrolled in full-time, center-based child care participated in the study. Children ranged in age from 10 to 70 months. Sixty-six percent of the children were European American, the remainder African American. Children's play activities and cognitive activities as well as their relationships with caregivers were observed within the child care setting. The study tested the prediction that variation in children's cognitive activities could be directly and indirectly explained by child care quality, positive social interaction with teachers, and children's play activities and attachment security with their child care teachers. The prediction was examined and at least partially supported in eight subsamples of infant-toddler and preschool age European American and African American children in subsidized and nonsubsidized child care. Specifically, in seven of the eight subsamples, 15 to 30% of the variability in children's cognitive activities could be predicted from positive social interaction with teachers, attachment security, and participation in creative play activities.  相似文献   

Maternal and Paternal Disciplinary Styles: Relations with Preschoolers'' Playground Behavioral Orientations and Peer Status     

Craig H. Hart  D. Michele DeWolf  Patricia Wozniak  Diane C. Burts 《Child development》1992,63(4):879-892

To explore relations among parents' self-reported disciplinary styles, preschoolers' playground behavioral orientations, and peer status, 106 mothers and fathers of preschool-age children (age range = 40-71 months) participated in home disciplinary style interviews. Observations of their children's playground behavior in preschool settings and measures of sociometric status were also obtained. Results indicated that children of more inductive mothers and fathers (i.e., less power assertive) exhibited fewer disruptive playground behaviors. In addition, daughters and older preschoolers of inductive mothers exhibited more prosocial behavior. Children of inductive mothers were also more preferred by peers. Few significant relations were found between paternal discipline and child behavior/peer status. Age-related patterns of behavior also indicated that older preschoolers who engaged in more prosocial and less antisocial and disruptive playground behavior were more preferred by peers. In addition, child behaviors were found to mediate maternal discipline and peer status.  相似文献   

Skills‐Based Training and Counseling Self‐Efficacy     

Steve Urbani  Michael Robert Smith  Cleborne D. Maddux  Marlowe H. Smaby  Edil Torres‐Rivera  Judith Crews 《Counselor Education & Supervision》2002,42(2):92-106

The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance.  相似文献