Examining Effects of Poverty,Maternal Depression,and Children’s Self-Regulation Abilities on the Development of Language and Cognition in Early Childhood: An Early Head Start Perspective     

Kimberly A. Sharkins  Sarah E. Leger  James M. Ernest 《Early Childhood Education Journal》2017,45(4):493-498

Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children’s language and cognitive development, which can result in academic achievement deficits that compound across the lifespan. Additional environmental factors, specifically maternal and children’s own social–emotional development, have also been shown to impact these sensitive early childhood developmental processes. Although individual components that relate to language and cognitive development in young children have been identified, additional examination of potential associative relationships between these components is warranted. Therefore, this study explored socio-economical, health, and developmental relationships between 122 caregiver–child dyads enrolled in an Early Head Start Program where children were 1–36 months old. Results indicated strong bidirectional correlations between children’s cognitive and language development. Multiple linear regression path analysis indicated that children’s cognition and social–emotional wellbeing have a significant direct effect on their language development. Additionally, language and fine motor development were found to have a significant direct effect and social–emotional wellbeing mediated an indirect effect through language on children’s cognitive development. In light of socioeconomic and sociocultural challenges, the importance of nurturing children’s social–emotional development in relation to language and cognitive development is discussed.  相似文献   

What can be learned from writing about early field experiences?     

Deborah J. Trumbull  Kimberly Fluet   《Teaching and Teacher Education》2008,24(6):1672-1685

This paper describes the evolution of assignments in a course for students preparing to teach secondary science, mathematics, and agriculture science. We describe and analyze work done by preservice students in two different years to look for developing teacher knowledge, explicate how we have come to understand teacher knowledge as it was enacted in this particular context, and discuss how our self-study contributed to the growth of our knowledge as teacher educators.  相似文献   

Barriers to Faculty Pedagogical Change: Lack of Training,Time, Incentives,and…Tensions with Professional Identity?     

Sara E. Brownell  Kimberly D. Tanner 《CBE life sciences education》2012,11(4):339-346

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Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners   总被引：4，自引：1，他引：3  

Allen D  Tanner K 《CBE life sciences education》2006,5(3):197-203

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Approaches to biology teaching and learning: on integrating pedagogical training into the graduate experiences of future science faculty     

Tanner K  Allen D 《CBE life sciences education》2006,5(1):1-6

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Not just for celebrities: collaborating with a PR representative to market library education services     

Bloedel K  Skhal K 《Medical reference services quarterly》2006,25(3):33-43

Hardin Library for the Health Sciences offers an education service called Hardin House Calls. In collaboration with the University of Iowa libraries' public relations coordinator, the education team developed a marketing campaign for Hardin House Calls. Marketing strategies included designing a new logo, meeting with external relations representatives and faculty, distributing a user survey, and producing and distributing posters and advertisements. These marketing strategies greatly increased the visibility and use of Hardin House Calls. The campaign also led to a series of faculty development sessions, education collaborations with smaller health sciences departments, and collection development opportunities. Promoting an instructional service through a public relations frameworkwas found to be a highly successful strategy.  相似文献   

Enhancing the Career Decision-Making Self-Efficacy of Upward Bound Students     

Karen M. O'Brien  Lynette Heim Bikos  Kimberly L. Epstein  Lisa Y. Flores  Rebecca D. Dukstein  Ngondi A. Kamatuka 《Journal of Career Development》2000,26(4):277-293

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Social and behavioral differences among a predominantly African American preschool sample     

Sherry K. Bain  Kimberly A. Pelletier 《Psychology in the schools》1999,36(3):249-259

This study investigated the relationship between problem behaviors, including those associated with hyperactivity, and social skill deficits in a predominantly African American sample of preschool children. Specifically, 96 children, ages 3 through 5, were evaluated by their teachers using the Conners' Teacher Rating Scales‐28 (CTRS‐28), the ADHD Rating Scale, and the Social Skills Rating System (SSRS). Three cluster groups were identified based upon ratings on the CTRS‐28. Differences in specific SSRS Social Skill and Problem Behavior items among the three groups were identified. In addition, differential and concurrent validity for the AD/HD Rating Scale for the preschool age group was established. Implications of results regarding children at risk for school failure and drop‐out were discussed. © 1999 John Wiley & Sons, Inc.  相似文献   

SABCO—An experiential learning project for introductory managerial accounting     

Jodi Olson  Kimberly Shannon 《Decision Sciences Journal of Innovative Education》2023,21(3):144-166

This teaching brief presents a capstone project designed to provide students with a contextual understanding of introductory management accounting theories through hands-on, experiential learning. It also exposes them to cross-disciplinary roles from operations management. Using this capstone approach, students quickly learn to prepare financial projections, either manually or in Microsoft Excel, to secure financing for their start-up business (Sand Art Brownie Company or SABCO) to produce and sell brownie mix during the holiday season. Students then assemble ingredients and create jars of brownie mix to gather the necessary data to evaluate initial projections and problem-solve for future production. This role play contextualizes the elements of direct and indirect labor, fixed and variable costs, and their impact on profit and borrowing. Postproduction reflection on the manufacturing activities and discussion of actual results of operations emphasizes the improvement and decision-making responsibilities in the management process. Feedback demonstrates that students find the exercise challenging and valuable and that it deepens their understanding of managerial accounting and its purpose in a company's management process.  相似文献   

An Examination of the Effects of Situational Constraints on Appraised Performance     

Kimberly A. Freeman 《Performance Improvement Quarterly》1996,9(3):65-79

Most workers are subject to factors in the work place that are beyond their power to control and that act to restrict their performances. Despite the uncontrollable nature of these ‘“situational constraints,” there is evidence that appraisals of work performance tend lo unfairly blame the worker for the shortfalls in performance that these constraints cause. The magnitude of this tendency may be unclear due to the ways in which constraints have been assessed in previous research. A lab study was conducted to obtain a better estimate of the magnitude of situational constraint “bias” using a relativistic rating method that factors out the influence of constraints from performance appraisals. The results indicated that this bias is considerably stronger than previous reports had indicated and may be the dominant source of unfairness in performance appraisals.  相似文献