Preschool outcomes of children of depressed mothers: role of maternal behavior,contextual risk,and children's brain activity     

Dawson G  Ashman SB  Panagiotides H  Hessl D  Self J  Yamada E  Embry L 《Child development》2003,74(4):1158-1175

Children of depressed mothers are at risk for behavioral and emotional problems. Infants of depressed mothers exhibit behavioral disturbances and atypical frontal brain activity. The mechanisms by which children develop such vulnerabilities are not clear. Three-year-old children of mothers with (N = 65) and without (N = 59) a history of depression were assessed in terms of behavior problems and brain electrical activity. Children of mothers with chronic depression exhibited lower frontal and parietal brain activation compared with children of mothers without depression and those whose depression remitted. Depressed mothers reported higher contextual risk (e.g., marital discord and stress) and their children had more behavior problems. Children's frontal brain activation and contextual risk level mediated the relation between maternal depression and child behavior problems.  相似文献   

The logic of the marketplace and the ethic of co-operation: a case study of a co-operative school     

Joanna Dennis 《International Journal of Inclusive Education》2019,23(11):1196-1207

ABSTRACT

Over the previous decade, co-operative schools have emerged as a feature of, and resistance to, processes of marketisation in the English schools sector. The co-operative schools project, an education initiative of the UK co-operative movement, has been positioned as a ‘values-based alternative’ to the controversial academies programme. This paper examines the claim of the co-operative alternative and questions whether the co-operative schools project risks reproducing neoliberal values through a reliance on the ideal of the ‘self-improving school’. The discussion focuses on the evolution of one inner-city co-operative school. Through a close examination of its sociohistorical context, and with attention to the experiences of those involved, this case study explores the realities of a co-operative school striving to operate within a competitive system.  相似文献   

Imagining powerful co-operative schools: Theorising dynamic co-operation with Spinoza     

Joanna Dennis 《Educational Philosophy and Theory》2018,50(9):849-857

Abstract

The recent expansion of the English academies programme has initiated a period of significant change within the state education system. As established administration has been disrupted, new providers from business and philanthropy have entered the sector with a range of approaches to transform schools. This paper examines the development of co-operative schools, which are positioned as an ‘ethical alternative’ within the system and have proved popular with teachers and parents. Using a theory of co-operative power drawn from the philosophy of Spinoza (1632–1677), the author explores how co-operative schools have emerged, with and against the reforming agenda, using narratives of hope and resistance. Spinoza provides theoretical resources to critique this positioning and to project beyond the limiting narratives to an affirmative vision for co-operative schools.  相似文献   

Getting from Here to There: The Role of Geography in Community College Students’ Transfer Decisions     

Huriya Jabbar  Joanna Sánchez  Eliza Epstein 《The Urban Review》2017,49(5):746-776

Community colleges have received renewed attention from policymakers seeking to increase college attendance and completion rates because they provide open access to postsecondary education for historically marginalized students. Yet, transfer rates from community colleges to 4-year institutions are low. Inequities in opportunity that are shaped by geography and compounded throughout childhood may restrict higher education opportunities for low-income, first-generation college students. Most studies examining how geography constrains college choice focus on high school students’ initial decisions about higher education, not community college students. We analyze the spatial distribution of community college students’ “choice sets,” the 4-year institutions that they are considering transferring to. Using qualitative interviews and geospatial analysis, we examine how these spatial patterns compare between two community-college systems in Central Texas. We find that students’ choice sets are geographically constrained, but that for many students, these zones are geographically large, suggesting that interventions and targeted outreach from universities could help students identify and select from greater range of options. Our findings have important implications for college access and completion among first-generation college students, and for policies that seek to interrupt patterns of inequity tied to location.  相似文献   

Preservice Teachers Reconfiguring Teaching Young Children in a High-Stakes Early Education Context Through the Use of iPads:A Case Study     

Christopher P. Brown  Joanna Englehardt 《Early education and development》2017,28(8):976-995

Research Findings: Having practicing or preservice early educators employing iPads and their apps as part of their practices with young children in high-stakes teaching contexts is a challenging process. The case study examined in this article further unpacks this complexity by investigating how incorporating iPads into their high-stakes field placements might have affected a sample of preservice teachers’ figuring of how to instruct and document the learning of young children. Although these preservice teachers seemed to struggle with using iPads to instruct children in their field placements, these teachers did appear to generate improvised responses to documenting student learning. Practice or Policy: Such findings offer teacher educators the chance to consider how to assist teachers in moving beyond the dominant practices found in high-stakes teaching contexts. They also offer teacher educators the chance to aid their teachers in reconfiguring the politics and policy of high-stakes early education contexts.  相似文献   

Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children          下载免费PDF全文

Nicola Botting  Anna Jones  Chloe Marshall  Tanya Denmark  Joanna Atkinson  Gary Morgan 《Child development》2017,88(5):1689-1700

Studies have suggested that language and executive function (EF) are strongly associated. Indeed, the two are difficult to separate, and it is particularly difficult to determine whether one skill is more dependent on the other. Deafness provides a unique opportunity to disentangle these skills because in this case, language difficulties have a sensory not cognitive basis. In this study, deaf (n = 108) and hearing (n = 125) children (age 8 years) were assessed on language and a wide range of nonverbal EF tasks. Deaf children performed significantly less well on EF tasks, even controlling for nonverbal intelligence and speed of processing. Language mediated EF skill, but the reverse pattern was not evident. Findings suggest that language is key to EF performance rather than vice versa.  相似文献   

Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden     

Joanna McIntyre  Sinikka Neuhaus 《British Educational Research Journal》2021,47(4):796-816

Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities.  相似文献   

Antepenultimate residue at the C-terminus of NADPH oxidase RBOHD is critical for its function in the production of reactive oxygen species in Arabidopsis     

Li  Qiu-ying  Li  Ping  Htwe  Nang Myint Phyu Sin  Shangguan  Ke-ke  Liang  Yan 《Journal of Zhejiang University. Science. B》2019,20(9):713-727

This article mainly focuses on the role of antepenultimate residue at the C-terminus of NADPH oxidase respiratory burst oxidase homolog D(RBOHD). E919 of RBOHD is critical for lipopolysaccharides(LPS)-induced reactive oxygen species(ROS) production and stomatal closure in Arabidopsis.  相似文献   

Mass Incarceration and Eviction Applications in Calculus: A First-Timer Approach     

Kathy Hoke  Joanna Wares 《PRIMUS》2019,29(3-4):345-357

Abstract

In the calculus classroom, integrating applications with the theoretical and procedural conveys the relevance of the material. Since Newton and Leibniz developed calculus in the context of physics and astronomy, applications in these fields tend to predominate. To engage and excite our students, pedagogical considerations must include broader examples from across the curriculum. Our students have been particularly responsive to examples that address social justice issues. Here we describe two projects used in calculus courses at two different (liberal arts) institutions concerning mass incarceration and eviction. In addition, we offer advice on the implementation for your classroom and include some of our materials.  相似文献   

Using Adjustments to Support the Learning and Assessment Needs of Students with Disabilities: Macau and Mainland China Teachers’ Report     

Michael Davies  Stephen N. Elliott  Kuen Fung Sin  Zi Yan  Nedim Yel 《International Journal of Disability, Development & Education》2018,65(1):1-21

Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to document their application of adjustments for 319 students with special educational needs across these three settings. Results indicated consistently large gaps between adjustment use in classrooms compared with national tests, with the allowable adjustments for public testing reportedly used very little. Findings also provided evidence for the content validity of the checklist for teachers of students with disabilities in China and its utility in documenting applied adjustments. This study also indicates the potential for CLAAS to provide teachers across China with a comprehensive list of adjustments, to reflect on and review adjustment decision-making and assessment protocols for all students.  相似文献