The Relation of Parental Affect and Control Behaviors to Children's Classroom Acceptance: A Concurrent and Predictive Analysis     

Susan Isley  Robin O'Neil  Ross D. Parke 《Early education and development》1996,7(1):7-23

The present study is a longitudinal examination of the relations between parental expressions of affect and parental control behaviors and children's classroom acceptance in kindergarten and first grade. One hundred-sixteen kindergarten-aged children and their parents were videotaped during physical play sessions and parents were rated on global affective and behavioral dimensions. Ratings of classroom social acceptance were provided by teachers and peers. Results indicated that parents' expressed positive and negative affect were related to children's classroom acceptance in kindergarten and in first grade. The most powerful and consistent predictor of children's social acceptance was fathers' expressed negative affect, particularly between father-son dyads. The current study emphasizes the importance of continued examination of linkages between the family and peer systems, especially with respect to the ways in which children's experiences in the family and school environments may mutually influence social development, and points to the need for further examination of the mechanisms by which multiple social contexts may influence children's behavior in the family and in school.  相似文献   

What Matters in Increasing Community College Students’ Upward Transfer to the Baccalaureate Degree: Findings from the Beginning Postsecondary Study 2003–2009     

Robin R. LaSota  William Zumeta 《Research in higher education》2016,57(2):152-189

  相似文献   

Developmental Differences in Infant Attention to the Spectral Properties of Infant-directed Speech     

Robin Panneton Cooper  Richard N. Aslin 《Child development》1994,65(6):1663-1677

Across several independent studies, infants from a few days to 9 months of age have shown preferences for infant-directed (ID) over adult-directed (AD) speech. Moreover, 4-month-olds have been shown to prefer sine-wave analogs of the fundamental frequency of ID speech, suggesting that exaggerated pitch contours are prepotent stimuli for infants. The possibility of similar preferences by 1-month-olds was examined in a series of experiments, using a fixation-based preference procedure. Results from the first 2 experiments showed that 1-month-olds did not prefer the lower-frequency pitch characteristics of ID speech, even though 1-month-olds were able to discriminate low-pass filtered ID and AD speech. Since low-pass filtering may have distorted the fundamental frequency characteristics of ID speech, 1-month-olds were also tested with sine-wave analogs of the fundamental frequencies of the ID utterances. Infants in this third experiment also showed no preference for ID pitch contours. In the fourth experiment, 1-month-olds preferred a natural recording of ID speech over a version which preserved only its lower frequency prosodic features. From these results, it is argued that, although young infants are similar to older infants in their attraction to ID speech, their preferences depend on a wider range of acoustic features (e.g., spectral structure). It is suggested that exaggerated pitch contours which characterize ID speech may become salient communicative signals for infants through language-rich, interactive experiences with caretakers and increased perceptual acuity over the first months after birth.  相似文献   

A case study of using peer feedback in face-to-face and distance learning classes among pre-service teachers     

María D. Vásquez-Colina  Marianne Robin Russo  Mary Lieberman  John D. Morris 《Journal of Further & Higher Education》2017,41(4):504-515

This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students’ work samples were collected during class time to examine feedback function ratings. Participants also completed an online questionnaire to examine the nature of expectations of the feedback given. For both the nature of expectations and feedback function ratings, results for chi-square analyses demonstrated no statistically significant difference between the two modes of instruction (F2F versus DL), and the peer feedback categories. However, provision of feedback was significantly favoured in the F2F class over the DL class. Implications for course curriculum and future research are discussed.  相似文献   

Concepts of peace education: A view of western experience     

Robin Burns  Robert Aspeslagh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(3):311-330

Approaches to the theory and practice of peace education are as varied as the situations across the world in which it is undertaken. Against a framework established by the Peace Education Commission of IPRA, current trends in the conceptualization and experience of peace education (from a Western view-point) are considered and reveal (1) acceptance of ‘development’ with ‘justice’ and ‘human rights’ as integral to the concept of peace; (2) emphasis on the psychological as well as socio-political, economic and structural conditions that maintain present injustices and oppressions; (3) renewed efforts to try out innovative educational approaches to a variety of learning situations, from the pre-school to adult formal and non-formal settings; (4) new concern about the materials, content and techniques of learning; and (5) fresh examination of the inter-relationships between theory and practice, research and action. Analyzing a number of conceptual approaches to peace and disarmament education, the authors support a political, participatory strategy and set it in a historical context. Hence, its connection with development education and the significance and implications of a global perspective are demonstrated. The global perspective is seen as a growing-point for peace education today, providing the potential for political consciousness and action.  相似文献   

Longitudinal twin study of early reading development in three countries: Preliminary results     

Brian Byrne  Cara Delaland  Ruth Fielding-Barnsley  Peter Quain  Stefan Samuelsson  Torleiv Høien  Robin Corley  John C. DeFries  Sally Wadsworth  Erik Willcutt  Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73

We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson, PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade, and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment on individual differences at and across different stages of development. Family and twin-specific environmental information is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects. A print knowledge composite showed both genetic and shared environment influence.  相似文献   

The Influence of Culturally Derived Values on Anglo and Puerto Rican Mothers' Perceptions of Attachment Behavior     

Robin L. Harwood 《Child development》1992,63(4):822-839

  相似文献   

Evaluation of the effectiveness of 3D vascular stereoscopic models in anatomy instruction for first year medical students          下载免费PDF全文

Dongmei Cui  Timothy D. Wilson  Robin W. Rockhold  Michael N. Lehman  James C. Lynch 《Anatomical sciences education》2017,10(1):34-45

The head and neck region is one of the most complex areas featured in the medical gross anatomy curriculum. The effectiveness of using three‐dimensional (3D) models to teach anatomy is a topic of much discussion in medical education research. However, the use of 3D stereoscopic models of the head and neck circulation in anatomy education has not been previously studied in detail. This study investigated whether 3D stereoscopic models created from computed tomographic angiography (CTA) data were efficacious teaching tools for the head and neck vascular anatomy. The test subjects were first year medical students at the University of Mississippi Medical Center. The assessment tools included: anatomy knowledge tests (prelearning session knowledge test and postlearning session knowledge test), mental rotation tests (spatial ability; presession MRT and postsession MRT), and a satisfaction survey. Results were analyzed using a Wilcoxon rank‐sum test and linear regression analysis. A total of 39 first year medical students participated in the study. The results indicated that all students who were exposed to the stereoscopic 3D vascular models in 3D learning sessions increased their ability to correctly identify the head and neck vascular anatomy. Most importantly, for students with low‐spatial ability, 3D learning sessions improved postsession knowledge scores to a level comparable to that demonstrated by students with high‐spatial ability indicating that the use of 3D stereoscopic models may be particularly valuable to these students with low‐spatial ability. Anat Sci Educ 10: 34–45. © 2016 American Association of Anatomists.  相似文献   

Web 3.0: Implications for Online Learning     

Robin D. Morris 《TechTrends》2011,55(1):42-46

The impact of Web 3.0, also known as the Semantic Web, on online learning is yet to be determined as the Semantic Web and its technologies continue to develop. Online instructors must have a rudimentary understanding of Web 3.0 to prepare for the next phase of online learning. This paper provides an understandable definition of the Semantic Web and its terminology, and then explores possible implications of Web 3.0 on online learning. The foundation of the Semantic Web is data integration. By using metadata, “display only” data is converted to meaningful information which can be located, evaluated, and delivered by software agents. Web 3.0 technologies will assist online instructors in the areas of course development, learner support, assessment, and record keeping. Online students will benefit from learning personalization and knowledge construction powered by the Semantic Web.  相似文献   

African media,African children: yearbook 2008     

Robin Moss 《Learning, Media and Technology》2011,36(3):325-327

  相似文献