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Jill S. Goldsmith Sharon E. Robinson Kurpius 《The Journal of educational research》2018,111(5):564-573
Latinos, particularly Mexican immigrants, are the fastest-growing population in the United States but lag behind others in educational attainment. Parent involvement in their child's education has been linked to positive student academic outcomes, but few studies have focused specifically on Latino/a parents. To identify and promote culturally salient parent involvement approaches for Mexican immigrant parents, this qualitative strength-based study investigated motivations, actions, and culture of 11 Mexican immigrant parents of students who attended a selective college preparatory high school. The study found that a parent's effort to help their children succeed is not dependent on high levels of parent education or income. Rather, the home-based strategies, many of which are rooted in the Latino culture, and specific outreach by educators influenced parent involvement. 相似文献
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Lynn T. Goldsmith Helen M. Doerr Catherine C. Lewis 《Journal of Mathematics Teacher Education》2014,17(1):5-36
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. We offer a synthesis of this research, guided by Clarke and Hollingsworth’s (Teach Teach Educ 18(8):947–967, 2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas. We report the results in six major areas of teacher learning, identify several crosscutting themes in the literature, and make recommendations for future research aimed at understanding teachers’ professional learning. 相似文献
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Maclaurin's Invention and Inovation in the Radio Industry (1949) Chase's Sound and Fury (1942) Codel's, Radio and Its Future (1930) Cantril and Allports', Psychology of Radio (1935) Goldsmith and Lescaboura's, This Thing Called Broadcasting (1930) Hettinger's, Decade of Radio Advertising (1933) Schubert's The Electric Word (1928) NBC's The Forth Chime (1944) Wylie's Clear Channels (1955) CBS's booklet “Radio's Daytime Serial” (1948) NHK Studies of Broadcasting for 1963, 1964, and 1966 Dupuy's Television Show Business (1945) 相似文献
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Jong-Hyo Park Marilyn J. Essex Carolyn Zahn-Waxler Jeffrey M. Armstrong Marjorie H. Klein H. Hill Goldsmith 《Early education and development》2013,24(2):233-258
This study investigated early child and family risk factors for relational and overt aggression in 207 children followed since birth. Risk factors were assessed during infancy and preschool, and aggression in Grades 1, 3, and 5. Independent risk factors for Aggression Severity (total of relational and overt aggression) included lower language abilities, lower levels of temperamental withdrawal/inhibition, and greater exposure to family environments characterized by maternal negativity toward the child, family negative expressiveness, and maternal depression. The major risk factor for Aggression Directionality (relative preponderance of relational versus overt aggression) was gender. Child temperament interacted with family risk factors in predicting Severity, and child gender moderated the associations of temperament and family risk factors in predicting both Severity and Directionality. 相似文献
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Structural learning aids, such as interactive overviews (IOs), have previously been shown to facilitate text comprehension and recall. In this study, we examined the effects of structural aids on learners’ structural knowledge and their performance on a procedural transfer task. In Experiment 1, 90 college students were presented definitions of computer programming concepts in an IO that was structured alphabetically, randomly, or in accordance with experts’ structural knowledge. Learning was assessed by examining students’ acquired knowledge structures and performance on a procedural transfer task that required integration and elaboration of the learned material in ways that went beyond the strictly definitional information provided during training. Students taught with the expert-structured IO acquired better knowledge structures and performed better on the transfer task than those using the other IOs. Experiment 2, utilizing 101 college students, showed that the visible structure, rather than the navigational constraints, of the expert IO was largely responsible for this advantage. 相似文献
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Disambiguating the components of emotion regulation 总被引：1，自引：0，他引：1
Affective neuroscience and cognitive science approaches are useful for understanding the components of emotion regulation; several examples from current research are provided. Individual differences in emotion regulation and a focus on the context of emotion experience and expression provide additional tools to study emotion regulation, and its development, from a biobehavioral perspective. 相似文献
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Profiles of infant temperament were derived from 990 infants at 6 and 12 months of age using observed measures from the Laboratory Temperament Assessment Battery. Mothers and fathers completed questionnaires measuring parent affect and stress. Four profiles emerged at each age (typical, low negative, withdrawn/inhibited, and positive/active or low reactive) using latent profile analysis. Temperament profiles show some evidence of stability and heritability, particularly for the withdrawn/inhibited group. In addition, profiles relate to parent affect and stress in different ways for mothers and fathers. Results highlight the utility of a person-centered approach to temperamental research and are discussed in relation to developmental patterns of infant temperament. 相似文献
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The Unique and Shared Genetic and Environmental Contributions to Fear,Anger, and Sadness in Childhood 
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下载免费PDF全文 This study examined the extent to which subordinate dimensions of negative emotionality were genetically and environmentally distinct in a sample of 1,316 twins (51% female, 85.8% Caucasian, primarily middle class, Mage = 7.87 years, SD = .93), recruited from Wisconsin hospital birth records between 1989 and 2004. Cholesky, independent pathway, and common pathway models were fitted for mother report, father report, and in‐home observation of temperament. Although findings support the use of negative emotionality, there were heritable aspects of anger and fear not explained by a common genetic factor, and shared environmental influences common to anger and sadness but not fear. Observed fear was independent from observed anger and sadness. Distinctions support specificity in measurement when considering implications for child development. 相似文献