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52.
Meera Menon Rebecca C. Fauth M. Ann Easterbrooks 《Parenting, science and practice》2020,20(3):200-228
SYNOPSIS
Objective . Most parents manage some degree of parenting stress without serious concerns, but young mothers experience parenting stress at higher levels than adult mothers; high parenting stress is problematic due to its association with children’s socioemotional and behavior problems and the increased likelihood of maltreatment. Understanding the circumstances that precipitate or mitigate parents’ stress can have lasting impacts for child well-being. Extant research fails to account for both longitudinal and individual variation in young mothers’ parenting stress, leading to equivocal findings about the nature of mothers’ parenting stress trajectories across early childhood. Design . The present study used growth mixture modeling (GMM) to model the trajectories of 544 first-time young mothers’ parenting stress from children’s infancy to school-age. We considered how protective factors (i.e., social support) and psychological vulnerabilities (i.e., depression) experienced during the transition to parenthood were associated with parenting stress trajectories and variation within trajectories when children were of school-age. Results . GMM identified three trajectories of parenting stress: “low stable”, “high increasing”, and “high decreasing.” Protective factors were related to low and decreasing patterns of parenting stress, whereas psychological vulnerabilities were associated with higher parenting stress patterns. Conclusions . This study has implications for programs and services that help young mothers cope with the demands of parenting and reduce parenting stress. 相似文献
53.
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise. 相似文献
54.
James Christopher Head 《Critical Studies in Education》2019,60(1):37-54
Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators. 相似文献
55.
Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to
a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the
effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the
components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well
as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens
than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted
of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the
components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained
rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those
in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results
support the conclusion that contingent token loss serves as an effective punisher with pigeons. 相似文献
56.
This study focuses on an industrial, commercial and community experience programme within a full time, one year postgraduate teacher training course. Acknowledging the heterogeneous experiences brought to this course by the students, an attempt was made to detect links between the students’ prior experience and their experience of the industrial, commercial and community programme. The students completed questionnaires before and after a placement and the findings are described. These findings contribute to an evaluation of the programme and suggest a number of important questions for those responsible for designing teacher education courses. 相似文献
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