Influences on the congruence between parents’ and teachers’ ratings of young children's social skills and problem behaviors     

Laurie A. Dinnebeil  Brook E. Sawyer  Jessica Logan  Jaclyn M. Dynia  Edward Cancio  Laura M. Justice 《Early childhood research quarterly》2013

A comprehensive research base exists concerning the congruence between parents’ and teachers’ ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents’ and teachers’ behavioral ratings of young children with disabilities are congruent. Additionally, previous research has not always correctly proportioned the variance to that between and within classrooms. The purpose of this study was to examine congruence (using hierarchical linear modeling) at the classroom level, rather than the individual student-level, between parents’ and teachers’ ratings of young children's social skills and problem behaviors. We also examined the potential impact of selected family and child demographic variables, including disability, on this congruence. Consistent with other researchers, we found moderate levels of congruence for children's social skills (as framed by strengths-based statements) and low levels of congruence for problem behaviors (as described using deficit-based terminology). Parents’ and teachers’ congruence was higher when rating the social skills of young children with disabilities as compared to young children without disabilities.  相似文献   

Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations     

Sonia Q. Cabell  Laura M. Justice  Jessica A.R. Logan  Timothy R. Konold 《Early childhood research quarterly》2013

This study represents a longitudinal follow-up to a prior investigation that identified five profiles of emergent literacy skills among children in the fall of their prekindergarten year. Here, we examined: (a) how profile patterns changed from fall to spring, (b) the extent to which children remained stable in their profile membership, and (c) possible factors that may explain children's movement in profile membership from fall to spring. Participants were 484 children enrolled in needs-based programs. Eight measures of emergent literacy, across oral language and code-related domains, were administered in both the fall and the spring of the prekindergarten year. Latent profile analysis was used to classify children into fall and spring profiles (N = 484, 369, respectively). Although there were fewer profiles identified in the spring, children's membership within the profiles was characterized by a degree of stability, especially in the extremes of performance. Among children who shifted membership from fall to spring (35%), movement to a more desirable profile was primarily associated with children's emergent literacy skills, particularly oral language, at the beginning of the prekindergarten year.  相似文献   

A comparison of the physiological response to simulated altitude exposure and r-HuEpo administration     

Michael J. Ashenden  Allan G. Hahn  David T. Martin  Peter Logan  Robin Parisotto  Christopher J. Gore 《Journal of sports sciences》2013,31(11):831-837

Concerns have been raised about the morality of using simulated altitude facilities in an attempt to improve athletic performance. One assumption that has been influential in this debate is the belief that altitude houses simply mimic the physiological effects of illegal recombinant human erythropoietin (r-HuEpo) doping. To test the validity of this assumption, the haematological and physiological responses of 23 well-trained athletes exposed to a simulated altitude of 2650-3000 m for 11-23 nights were contrasted with those of healthy volunteers receiving a low dose (150 IU·kg^-1 per week) of r-HuEpo for 25 days. Serial blood samples were analysed for serum erythropoietin and percent reticulocytes; maximal oxygen uptake ([Vdot]O_2max) was assessed before and after r-HuEpo administration or simulated altitude exposure. The group mean increase in serum erythropoietin (422% for r-HuEpo vs 59% for simulated altitude), percent reticulocytes (89% vs 30%) and [Vdot]O_2max (6.6% vs -2.0%) indicated that simulated altitude did not induce the changes obtained with r-HuEpo administration. Based on the disparity of these responses, we conclude that simulated altitude facilities should not be considered unethical based solely on the tenet that they provide an alternative means of obtaining the benefits sought by illegal r-HuEpo doping.  相似文献   

State Education Finance and Governance Profile: Alabama     

Logan Key 《Peabody Journal of Education》2013,88(1):49-53

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科学传播与互联网——美国R2委员会调查成果     

罗伯特A·罗根  张璟 《国际新闻界》2001,(6)

这篇论文探讨了 8个问题 :互联网的发展与使用、互联网受众与其他媒介受众的比较、受众对互联网作为科学传播媒介的态度、对互联网作为大众传播渠道的宏观定性评价、正在消失的互联网模板、创建模板及评估高级网站的标准、在线科学传播记者的准备、五个未回应的挑战。  相似文献   

Detective Fiction as Urban Critique: Changing Perspectives of a Genre     

Michael F. Logan 《Journal of American culture (Malden, Mass. : 2003)》1992,15(3):89-94

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Designing a learning curriculum and technology’s role in it     

Sue Gerber  Logan Scott 《Educational technology research and development : ETR & D》2007,55(5):461-478

This paper presents a case study of the design and implementation of a master’s level research course. Factors that defined the curriculum design problem included the subject matter, a view of learning as a change in identity, and the role of technology in curriculum design. Both the design process and results of research on the implementation of the course are described. The paper concludes with a retrospective discussion of lessons learned, including parallels of (a) user-centered technology design with our final approach to curriculum design and (b) socially constructed views of technology with socially constructed views of learning.  相似文献   

Teacher unions’ participation in policy making: a South African case study     

Logan Govender 《Compare》2015,45(2):184-205

This article contends that teacher unions’ participation in policy making during South Africa’s political transition was characterised by assertion of ideological identity (unionism and professionalism) and the cultivation of policy networks and alliances. It is argued that, historically, while teacher unions were divided along political and ideological lines, they have demonstrated flexibility in contesting for influence in the policy arena. In this regard, teacher unions’ agency plays an important part and is reflected in changes in organisational strategies to ensure their independence or prevent marginalisation. The article highlights the threat of state co-optation for teacher unions and suggests that a framework for managing teacher union–state relations based on ‘professional unionism’ could potentially contribute to more effective education service provision. Comparisons with teacher unions’ experiences elsewhere in the world are also made, while recognising the specificity of the South African situation.  相似文献   

Comparison of motor competence levels on two assessments across childhood     

Alessandro H. N. Ré  Samuel W. Logan  Maria T. Cattuzzo  Rafael S. Henrique  Mariana C. Tudela  David F. Stodden 《Journal of sports sciences》2018,36(1):1-6

This study compared performances and motor delay classifications for the Test of Gross Motor Development-2nd edition (TGMD-2) and the Körperkoordinationstest Für Kinder (KTK) in a sample of 424 healthy children (47% girls) between 5 and 10 years of age. Low-to-moderate correlations (r range = 0.34–0.52) were found between assessments across age. In general, both boys and girls demonstrated higher raw scores across age groups. However, percentile scores indicated younger children outperformed older children, denoting a normative percentile-based decrease in motor competence (MC) in the older age groups. In total, the TGMD-2 and KTK classified 39.4% and 18.4% children, respectively, as demonstrating very low MC (percentile ≤5). In conclusion, the TGMD-2 classified significantly more children with motor delays than the KTK and the differences between children’s motor skill classification levels by these assessments became greater as the age groups increased. Therefore, the TGMD-2 may demonstrate more susceptibility to sociocultural influences and be more influenced by cumulative motor experiences throughout childhood. Low-to-moderate correlations between assessments also suggest the TGMD-2 and KTK may measure different aspects of MC. As such, it may be important to use multiple assessments to comprehensively assess motor competence.  相似文献