Dominance hierarchies: Observational techniques applied to the study of children at play     

Donald R. Omark  Martha L. Fiedler  Robert S. Marvin 《Instructional Science》1976,5(4):403-423

The seven major observational techniques generally used in experimental or naturalistic settings are discussed within the context of research on dominance relationships in young children. In particular, findings related to sex differerces and developmental changes in children's social interactions are presented. The observational techniques used in these studies are described in terms of the type of data collected (frequency counts versus measures of duration of the behaviors), and the research questions answerable through use of each technique.Illustrations of other types of data (e.g., from questionnaires) are presented to show how the results relate to the findings from observational data. The use of more than one technique in many of the dominance relationship studies shows how different techniques can be used to examine various facets of complex social interactions.The strengths and weaknesses of each method are discussed within the framework of the illustrative studies. Problems associated with the use of One-zero or Time-Sampling techniques are discussed in detail.  相似文献   

Educating homeless young children     

Sally Koblinsky  Martha Taylor  Stacey Relkin 《Early Childhood Education Journal》1992,20(1):24-29

Desiree, a four-year-old homeless child, spent the night in a subway station and has been in three different emergency shelters during the last nine months. Despite her transient life, she has missed only 10 days of her Head Start program during the school year.Sally Koblinsky is Professor, Family and Community Development, University of Maryland. Martha Taylor is Associate Professor, Food, Nutrition and Food Service Management, University of North Carolina at Greensboro. Stacey Relkin is Staff Assistant, House of Representatives Democratic Caucus.  相似文献   

The impact of machine-readable data bases on library and information services     

Martha E. Williams 《Information processing & management》1977,13(2):95-107

Library and information services already feel the impact of the burgeoning development in the field of bibliographic data bases, and this effect will increase in the future. This article explores the growth, origins, technological development, and current activities of bibliographic data bases and examines the NCLIS National Program relative to these aspects. The relationships between data base function, funding, and use are set forth in a discussion of data base producers. Discussions of data formats, data elements and file structure provide the groundwork for a closer look at the methods and purposes underlying the retrospective and current awareness search capabilities of existent data bases. A review of related data base and data base center characteristics highlights the discussion of retrospective and current awareness search functions and intermediary search services. In all data base activity the prime objective of making available information easily accessible to all who need it emerges as no small task, especially in light of the realities of scattered resources and unsteady funding. Data base networking and resource sharing constitute one means to the achievement of this ideal. The greatest potential of the NCLIS National Program lies in this direction, in its ability to promote and provide a framework for the coordination of data base-related activities and research in response to national needs.  相似文献   

Credentialism among graduate students     

Martha McGinty Stodt  Wagner Thielens Jr. 《Research in higher education》1985,22(3):251-272

Writers on higher education frequently assume that American undergraduate and graduate students enroll mainly to obtain credentials, and care little about acquiring competence. An exploratory study of students entering four elite fields found that most soughtboth credentials and competence. Empty credentials appealed to some, but stiff competition within their chosen occupations evidently led the great majority of students to seek every advantage that graduate education could provide.  相似文献   

Initial Characteristics and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training     

Martha D. Foukal  Edith C. Lawrence  Joanna L. Williams 《Mentoring & Tutoring: Partnership in Learning》2016,24(2):94-108

Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ from comparisons and (b) are associated with mentors’ satisfaction. Mentors reported higher autonomy, cultural sensitivity, and lower depression pre-participation than the comparison group, and their pre-participation GPA, cognitive empathy, and depression predicted post-participation mentoring satisfaction. Implications for mentor training are discussed.  相似文献   

Working Memory and Strategy Use Contribute to Gender Differences in Spatial Ability     

Lu Wang  Martha Carr 《教育心理学家》2014,49(4):261-282

In this review, a new model that is grounded in information-processing theory is proposed to account for gender differences in spatial ability. The proposed model assumes that the relative strength of working memory, as expressed by the ratio of visuospatial working memory to verbal working memory, influences the type of strategies used on spatial ability tasks. Strategy use, in turn, influences performance on spatial ability tasks. Gender differences in spatial ability can be explained by gender differences in strategy use as a function of the relative strength of visuospatial working memory to verbal working memory.  相似文献   

Impact of a Mentoring Experience on College Students’ Beliefs about Early Childhood Development     

Mary Trepanier-Street  Martha A. Adler  Julie Taylor 《Early Childhood Education Journal》2007,34(5):337-343

With the increasing demands placed on working families and the push downward of academics from the K-12 system, there is a critical need to provide high-quality early childhood programming for our nation’s children, particularly those considered at risk for academic failure. This study attempts to (a) understand the beliefs of college students about early childhood development and developmentally appropriate practices, and (b) determine if these beliefs change after their yearlong involvement in Jumpstart, a national intensive mentoring program for academically at-risk preschoolers. Surveys from this national program investigated college students’ beliefs about early childhood development and developmentally appropriate practices. Results indicate that a yearlong mentoring program positively impacts college students’ beliefs. These beliefs become less skills-based more and child-centered and constructivist.  相似文献   

Supine and prone infant positioning: a winning combination          下载免费PDF全文

Jones MW 《The Journal of perinatal education》2004,13(1):10-20

Since 1992, the optimal sleeping position for infants in the United States has been supine. This position has been shown to greatly reduce the rate of Sudden Infant Death Syndrome (Skadberg, Morild, & Markestad, 1998). However, the supine position may lead to other unintended consequences or complications. Through a review of literature, this article explores some of the complications associated with the "Back to Sleep" campaign in the U.S. and discusses educational strategies for perinatal educators.  相似文献   

Development and validation of a brief screening version of the Childhood Trauma Questionnaire   总被引：16，自引：0，他引：16  

Bernstein DP  Stein JA  Newcomb MD  Walker E  Pogge D  Ahluvalia T  Stokes J  Handelsman L  Medrano M  Desmond D  Zule W 《Child abuse & neglect》2003,27(2):169-190

OBJECTIVE: The goal of this study was to develop and validate a short form of the Childhood Trauma Questionnaire (the CTQ-SF) as a screening measure for maltreatment histories in both clinical and nonreferred groups. METHOD: Exploratory and confirmatory factor analyses of the 70 original CTQ items were used to create a 28-item version of the scale (25 clinical items and three validity items) and test the measurement invariance of the 25 clinical items across four samples: 378 adult substance abusing patients from New York City, 396 adolescent psychiatric inpatients, 625 substance abusing individuals from southwest Texas, and 579 individuals from a normative community sample (combined N=1978). RESULTS: Results showed that the CTQ-SF's items held essentially the same meaning across all four samples (i.e., measurement invariance). Moreover, the scale demonstrated good criterion-related validity in a subsample of adolescents on whom corroborative data were available. CONCLUSIONS: These findings support the viability of the CTQ-SF across diverse clinical and nonreferred populations.  相似文献   

Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community     

Paola Sztajn  Amy J. HackenbergDorothy Y. White  Martha Allexsaht-Snider 《Teaching and Teacher Education》2007

Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and university-based mathematics educators to work together to improve mathematics instruction at the school by developing a mathematics education community of learners, where learners were conceived of as both the teachers and the mathematics educators. This paper addresses the following question: What factors in the project supported the development of trust among mathematics educators and teachers as the community was formed? More specifically, the paper is about one aspect of trust, namely, building school-based elementary teachers’ trust in the university-based mathematics educators. We point to three factors that helped the development of trust and we use care theory to further understand and discuss these factors in the context of in-service teacher education initiatives.  相似文献