Preadolescents'' Social-Emotional Adjustment and Selective Attrition in Family Research   总被引：2，自引：0，他引：2  

Daniel A. Weinberger  Steven K. Tublin  Martin E. Ford  S. Shirley Feldman 《Child development》1990,61(5):1374-1386

Researchers often ask subjects to commit considerable time and effort to completing tasks that are not especially enjoyable. In a multistage investigation of sixth-grade boys and their families, we hypothesized that boys who were prone to high levels of distress (i.e., anxiety, depression, low self-esteem, and low well-being) but only low or moderate levels of self-restraint (i.e., consideration of others, impulse control, suppression of aggression, and responsibility) would be particularly unlikely to agree to participate. Consistent with this hypothesis, boys from 33 classrooms who were nominated by their peers as high in distress and moderate or low in self-restraint were significantly less likely than other boys to take part in an in-class survey. In addition, the families of boys who scored high in distress and moderate or low in self-restraint on the Weinberger Adjustment Inventory (WAI) were less likely than other families to agree to an observation session in their homes and to a series of telephone interviews about daily events in the boys' lives. Across the 3 phases of the research, the cumulative attrition rate of these at-risk boys was approximately 80%, compared to only 50% for those low in distress and/or high in self-restraint. These results suggest that the children of greatest interest in studies of social competence and family interaction may often be among those least adequately represented.  相似文献   

Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?   总被引：2，自引：1，他引：2  

Kenneth A. Feldman 《Research in higher education》1988,28(4):291-329

Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. Students and faculty were generally similar, though not identical, in their views, as indicated by an average correlation of +.71 between them in their valuation of various aspects of teaching. In those studies with relevant data, the differences that did exist between the two groups showed a pattern of students placing more importance than faculty on teachers being interesting, having good elocutionary skills, and being available and helpful. Students also emphasized the outcomes of instruction more than faculty did. Faculty placed more importance than did students on teachers being intellectually challenging, motivating students and setting high standards for them, and encouraging self-initiated learning. The results of the present analysis were compared with those of an earlier analysis of the importance of various specific aspects of instruction in terms of their correlations with students' overall evaluations of teachers in actual rating situations.  相似文献   

Classroom observations of first-graders and teachers in an experimental reading program     

Richard S. Feldman Ph.D. 《Annals of dyslexia》1981,31(1):165-174

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Teacher engagement in core components of an effective,early childhood professional development course: Links to changes in teacher–child interactions     

Amanda P. Williford  Lauren M. Carter  Michelle F. Maier  Bridget K. Hamre  Anne Cash  Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118

This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs.  相似文献   

“ACCENTUATION EFFECTS” OF DISSIMILAR ACADEMIC DEPARTMENTS: An Application and Exploration of Holland's Theory     

Smart  John C.  Feldman  Kenneth A. 《Research in higher education》1998,39(4):385-418

This longitudinal study of college students found accentuation of initial group differences among academic subenvironments for Artistic abilities of both male and female students and for Enterprising abilities of male students. It also showed that male and female students in Artistic subenvironments-for whom Artistic abilities and interests were each of the two gender groups' initially prominent characteristic-increased still further in score on the Artistic abilities and interest scale over four years of college; and parallel results were found for male students in Enterprising subenvironments in terms of Enterprising abilities and interests. Moreover, both male and female students initially high on Artistic and Enterprising abilities and interests gained more on these attributes if they entered congruent academic subenvironments (Artistic and Enterprising subenvironments, respectively) than if they entered any of the other subenvironments. Whereas these findings support Holland's theory, other data (primarily for Investigative and Social abilities and interests of students) were either less supportive or unsupportive of Holland's theory. Some implications of these results are discussed.  相似文献   

Active Support: Enabling and Empowering People with Intellectual Disabilities     

Lauren Sperotto 《International Journal of Disability, Development & Education》2016,63(1):148-149

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Information processing in seven-month-old infants as a function of risk status   总被引：2，自引：1，他引：2  

S A Rose  J F Feldman  C M McCarton  J Wolfson 《Child development》1988,59(3):589-603

7-month-old full-terms and high-risk preterms (less than 1,500 grams at birth) were compared on problems of visual recognition memory and tactual-to-visual cross-modal transfer. On the visual problems, preterm infants showed significantly less differential attentiveness to novelty than full-terms. They also required longer exposure times during visual familiarization, primarily because of longer pauses between fixations. Preterms and full-terms exhibited different patterns of looking, as indicated by the duration of fixation and the frequency in shifts of gaze. On the cross-modal problems, preterms and full-terms both exhibited similar and significant preferences for familiar rather than novel stimuli, a direction of preference which suggests that these problems were relatively difficult for both groups. For the preterms, novelty and exposure-time scores were found to be related to several medical risk factors. Novelty preferences were compromised in preterms who had suffered RDS postnatally, particularly those who had required prolonged mechanical ventilation. In general, high-risk preterms exhibited deficits in visual recognition memory and in the ability to recruit, sustain, and shift attention.  相似文献   

The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis     

Alina Eugenia Iancu  Andrei Rusu  Cristina Măroiu  Roxana Păcurar  Laurențiu P. Maricuțoiu 《Educational Psychology Review》2018,30(2):373-396

We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the risk of bias was not related to the overall effectiveness of the interventions. The overall effects were small, but statistically significant (d = 0.18, SE = 0.05, Z = 3.26, p < 0.001, k = 23). Separate analyses on each burnout component showed similar intervention effects on emotional exhaustion and personal accomplishment, but almost null effects on depersonalization (d = 0.03, SE = 0.06, Z = 0.53, p > 0.05, k = 11). Additional moderator analyses suggested that mindfulness interventions had significant effects on exhaustion and personal accomplishment. Interventions on primary and middle school teachers reported effect sizes below the average effect. Similar to previous findings, interventions that lasted less than 1 month had the smallest levels of efficacy.  相似文献   

Special Education in American Charter Schools: State level policy,practices and tensions     

Lauren Morando Rhim  Margaret J McLaughlin 《Cambridge Journal of Education》2001,31(3):373-383

The US charter school movement is based upon the supposition that granting individual public schools increased autonomy from state and district rules and regulations in exchange for more accountability will foster the creation of innovative, effective and efficient schools. However, while state charter school laws free these schools from various state and district rules and regulations, the schools must still operate within the civil rights parameters legislated by federal statutes. Of particular import are federal laws that guarantee that children with disabilities receive a free appropriate public education. Project SEARCH, a 3 year qualitative study of special education in US charter schools revealed that there is a fundamental philosophical gap between the individualised, autonomous nature of charter schools and the highly regulated nature of special education. The philosophical gap is complicated by some charter schools' inability to amass the fiscal and human capacity needed to meet the needs of individual children with disabilities.  相似文献   

The effects of preexposure to a warning or a safety signal on the acquisition of a two-way avoidance response in rats     

Maurice A. Feldman 《Learning & behavior》1977,5(1):21-24

Rats that were given nonreinforced preexposure to either a warning signal or a safety signal were significantly retarded in the subsequent learning of a two-way shock-avoidance response compared to rats that were not preexposed. These results are consistent with Mackintosh’s “learned-irrelevance” formulation of latent inhibition. They do not support a prediction derived from an extension of Kalat and Rozin’s “learned-safety” hypothesis. These findings suggest that preexposures in the total absence of aversive events do not endow a stimulus with safety properties.  相似文献