Private Speech Moderates the Effects of Effortful Control on Emotionality     

Kimberly L. Day  Amy Neal  Julie C. Dunsmore 《Early education and development》2018,29(2):161-177

Research Findings: In addition to being a regulatory strategy, children’s private speech may enhance or interfere with their effortful control used to regulate emotion. The goal of the current study was to investigate whether children’s private speech during a selective attention task moderated the relations of their effortful control to their anger and sadness. The private speech of 156 preschoolers (age in months: M = 52.10, SD = 9.24, min = 36.20, max = 69.50) was transcribed and coded during a selective attention task. Effortful control was observed and reported by parents. Anger and sadness were reported by parents and observed in a frustration task. Children who used more inaudible muttering had higher levels of sadness. Effortful control interacted with private speech to explain anger. The negative relation of effortful control to anger was significant for children who used low and moderate but not high levels of task-irrelevant private speech. Practice or Policy: The presence of private speech, although it may support regulatory abilities within a task, may be an additional form of evaluation that might help teachers and caregivers decide how best to support children’s learning. These findings suggest that private speech can be used as an indicator of how well children use other regulatory abilities, such as effortful control.  相似文献   

Islamic Education in the United States and the Evolution of Muslim Nonprofit Institutions     

Neal McCluskey 《Journal of School Choice》2018,12(2):309-311

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Inequity in the Technopolis: Race,Class, Gender,and the Digital Divide in Austin,edited by Joseph Straubhaar,Jeremiah Spence,Zeynep Tufekci,and Roberta G. Lentz. Austin,TX: University of Texas Press, 2012. 281 pp. $55.00 hardcover. ISBN 9780292728714 (hardcover)     

Rachael Neal 《The Information Society》2013,29(1):96-98

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Project THREAD: Technology helping restructure educational access and delivery     

Neal Strudler  Leanna Archambault  Lisa Bendixen  Don Anderson  Risa Weiss 《Educational technology research and development : ETR & D》2003,51(1):41-56

This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project initiatives include: (a) a series of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities for university courses; (d) expanded opportunities for students to apply technology in thier courses and field experiences; and (e) a redesign of selected courses that impact a large number of teacher candidates. The project’s evaluation is described, along with a discussion of outcomes and lessons learned. in recognition of the project’s scope and accomplishments thus far, the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE).  相似文献   

The selection of school administrators     

Neal Schmitt  Susan Schechtman 《Journal of Personnel Evaluation in Education》1990,3(3):231-238

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Anaheim 2003 · Division Report School Media & Technology Division     

Neal K. Bachman 《TechTrends》2004,48(2):4

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How Do Academic Achievement and Gender Affect the Earnings of STEM Majors? A Propensity Score Matching Approach     

Neal H. Olitsky 《Research in higher education》2014,55(3):245-271

The United States government recently enacted a number of policies designed to increase the number of American born students graduating with degrees in science, technology, engineering and mathematics (STEM), especially among women and racial and ethnic minorities. This study examines how the earnings benefits of choosing a STEM major vary both by gender and across the distribution of academic achievement. I account for the selection into college major using propensity score matching. Measures of individual educational preferences based on Holland’s theory of career and educational choice provide a unique way to control for college major selection. Findings indicate that the earnings benefit to STEM major choice ranges from 5 to 28 % depending both on academic achievement and on gender and that high-achieving students benefit more from STEM major choice. Further, high achieving men benefit more from STEM majors than high-achieving women. Earnings differences in major choice may play an important role in explaining the underrepresentation of women in STEM major fields, especially among high achieving students.  相似文献   

A Library Compliance Strategy for Regional Accreditation Standards: Using ACRL Higher Education Standards with Community and Junior Colleges in the Western Association of Schools and Colleges     

Nancy A. Heu  William Neal Nelson 《College & Undergraduate Libraries》2013,20(4):250-277

The standards of the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges provide accreditation guidance for two-year libraries in their jurisdiction. These standards are the basis for a successful evaluation of the libraries. However, the ACRL Standards for Libraries in Higher Education and the associated workbook provide significant guidance and assistance in crafting a successful assessment. The library at Windward Community College is used as an example of successful employment of this strategy to provide a thorough assessment, which was validated by the ACCJC accrediting visit. Appendices provide materials used by Windward library in the successful evaluation and are recommended for use by other libraries.  相似文献   

A Review of “The School Leader's Guide to Learner Centered Education: From Complexity to Simplicity”     

Diane A. Neal 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):92-95

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Children’s friendships in diverse primary schools: teachers and the processes of policy enactment     

Carol Vincent  Sarah Neal  Humera Iqbal 《教育政策杂志》2013,28(4):482-494

Abstract

Drawing on data from a project exploring children's and adults’ friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children’s friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional learning (SEL) and teachers’ understandings of children’s friendships seek to govern children’s friendship behaviours, we turn to Foucault’s work to explore how power shapes relations between policy frameworks and teachers’ practices, and between those who teach and those who are taught. We discuss the disciplinary potential of SEL and teachers’ ‘common sense’ understandings of children’s friendships, but conclude by noting possibilities for teachers to create spaces in which all children can safely explore the nature of friendships.  相似文献