Intergenerational transmission of warm-sensitive-stimulating parenting: a prospective study of mothers and fathers of 3-year-olds     

Belsky J  Jaffee SR  Sligo J  Woodward L  Silva PA 《Child development》2005,76(2):384-396

More than 200 New Zealand men and women studied repeatedly since age 3 were videotaped interacting with their own 3-year-old children to determine (a) whether childrearing and family climate experienced in 3 distinct developmental periods while growing up (i.e., early childhood, middle childhood, early adolescence) predicted parenting and (b) whether romantic relationship quality moderated the effect of childrearing history on observed parenting. Support for the first hypothesis emerged across all 3 developmental periods for mothers (only), with no evidence of moderating effects of romantic relationship quality for mothers or fathers. Results are discussed in terms of supportive versus harsh parenting, mother-father differences, and the characteristics of the sample.  相似文献   

Artist‐Teacher: A Philosophy for Creating and Teaching     

Hazel McDougall 《The International Journal of Art & Design Education》2011,30(2):328-328

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Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial     

Melanie Killen  Amanda R. Burkholder  Alexander P. D'Esterre  Riley N. Sims  Jacquelyn Glidden  Kathryn M. Yee  Katherine V. Luken Raz  Laura Elenbaas  Michael T. Rizzo  Bonnie Woodward  Arvid Samuelson  Tracy M. Sweet  Laura M. Stapleton 《Child development》2022,93(3):732-750

The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; M_age = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.  相似文献   

Public views on the gendering of mathematics and related careers: international comparisons     

Helen Forgasz  Gilah Leder  Hazel Tan 《Educational Studies in Mathematics》2014,87(3):369-388

Mathematics continues to be an enabling discipline for Science, Technology, Engineering, and Mathematics (STEM)-based university studies and related careers. Explanatory models for females’ underrepresentation in higher level mathematics and STEM-based courses comprise learner-related and environmental variables—including societal beliefs. Using Facebook to recruit participants, we explored if mathematics, science, and computing continue to be viewed as male domains. Responses were received from 784 people in 81 countries. As well as looking at the views of the world at large, responses from nine countries with at least 30 respondents—Canada, China, Egypt, India, Israel, Singapore, UAE, UK, and Australia—were examined in more detail. The results indicated that among those who held gender-stereotyped views (and many did not), mathematics, science, and computing were considered more suitable for males than for females.  相似文献   

Negotiating meanings and scaffolding learning: writing support for non‐English speaking background postgraduate students     

Robyn Woodward‐Kron 《高等教育研究与发展》2007,26(3):253-268

Language and learning advisers and non‐English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students’ texts. However, the individual writing consultation is sometimes conceptualised one‐dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty‐based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange druing which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student’s academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students’ writing in order to provide a greater understanding of the writing support consultation to inform guidelines for providing individual language support to NESB postgraduate students.  相似文献   

Procedural knowledge in mathematics: the role of the curriculum     

J Woodward 《Journal of learning disabilities》1991,24(4):242-251

Over the last few years, the information processing model of cognition has become increasingly prominent in the field. With this model, and other related research in cognitive science, there is a greater appreciation for the role of instruction in learning theory. One of the model's central tenets is that, as learners become more competent, they move from declarative to procedural states of knowledge. Researchers have concerned themselves with the efficiency of this transition, as well as with any systematic misconceptions that develop along the way. A carefully developed curriculum addresses both of these concerns. This article will focus on three principles of curriculum development: the nature of examples, explicitness, and parsimony. Recently conducted research that supports these principles will also be discussed. It is suggested that special educators strongly consider these principles when selecting or developing curricular material for students with learning disabilities.  相似文献   

Research on the efficiency of low-cost networking     

L Moore  D Carnine  M Stepnoski  J Woodward 《Journal of learning disabilities》1987,20(9):574-576

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Teacher Net: a multipurpose computer networking system for the classroom     

J Woodward  D Carnine  L Moore  J Noell  M Hayden 《Journal of learning disabilities》1986,19(9):558-561

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Does father absence place daughters at special risk for early sexual activity and teenage pregnancy?   总被引：6，自引：0，他引：6  

Ellis BJ  Bates JE  Dodge KA  Fergusson DM  Horwood LJ  Pettit GS  Woodward L 《Child development》2003,74(3):801-821

The impact of father absence on early sexual activity and teenage pregnancy was investigated in longitudinal studies in the United States (N = 242) and New Zealand (N = 520), in which community samples of girls were followed prospectively from early in life (5 years) to approximately age 18. Greater exposure to father absence was strongly associated with elevated risk for early sexual activity and adolescent pregnancy. This elevated risk was either not explained (in the US. study) or only partly explained (in the New Zealand study) by familial, ecological, and personal disadvantages associated with father absence. After controlling for covariates, there was stronger and more consistent evidence of effects of father absence on early sexual activity and teenage pregnancy than on other behavioral or mental health problems or academic achievement. Effects of father absence are discussed in terms of life-course adversity, evolutionary psychology, social learning, and behavior genetic models.  相似文献   

Cognitive Development Trajectories of Very Preterm and Typically Developing Children          下载免费PDF全文

Kathryn S. Mangin  L. J. Horwood  Lianne J. Woodward 《Child development》2017,88(1):282-298

Cognitive impairment is common among children born very preterm (VPT), yet little is known about how this risk changes over time. To examine this issue, a regional cohort of 110 VPT (≤ 32 weeks gestation) and 113 full‐term (FT) born children was prospectively assessed at ages 4, 6, 9, and 12 years using the Wechsler Preschool and Primary Scale of Intelligence–Revised and then Wechsler Intelligence Scale for Children, 4th ed. At all ages, VPT children obtained lower scores than their FT born peers (p < .001). Growth curve modeling revealed stable cognitive trajectories across both groups. Neonatal white matter abnormalities and family socioeconomic adversity additively predicted cognitive risk. Despite some intraindividual variability, cognitive functioning of typically developing and high‐risk VPT children was stable and influenced by early neurological development and family rearing context.  相似文献