Targeting Parenting in Early Childhood: A Public Health Approach to Improve Outcomes for Children Living in Poverty          下载免费PDF全文

Amanda Sheffield Morris  Lara R. Robinson  Jennifer Hays‐Grudo  Angelika H. Claussen  Sophie A. Hartwig  Amy E. Treat 《Child development》2017,88(2):388-397

In this article, the authors posit that programs promoting nurturing parent–child relationships influence outcomes of parents and young children living in poverty through two primary mechanisms: (a) strengthening parents' social support and (b) increasing positive parent–child interactions. The authors discuss evidence for these mechanisms as catalysts for change and provide examples from selected parenting programs that support the influence of nurturing relationships on child and parenting outcomes. The article focuses on prevention programs targeted at children and families living in poverty and closes with a discussion of the potential for widespread implementation and scalability for public health impact.  相似文献   

Families with children conceived by donor insemination: a follow-up at age twelve     

Golombok S  MacCallum F  Goodman E  Rutter M 《Child development》2002,73(3):952-968

Growing public awareness of the use of donor insemination (DI) to enable infertile couples to become parents has been accompanied by increasing concern regarding the potentially negative consequences for family relationships and child development. Findings are presented from a prospective study of the quality of parenting and psychological adjustment of DI children at age 12. Thirty-seven DI families, 49 adoptive families, and 91 families with a naturally conceived child were compared on standardized interview and questionnaire measures administered to mothers, fathers, children, and teachers. The differences between DI families and the other family types reflected greater expressive warmth of DI mothers toward their children and less involvement in the discipline of their children by DI fathers. The DI children were well adjusted in terms of their social and emotional development. The findings are discussed with respect to the secrecy surrounding DI and the imbalance in genetic relatedness between the parents and the child.  相似文献   

School leadership for equity: lessons from the literature     

Sophie C. Ward  Carl Bagley  Jacky Lumby  Philip Woods  Tom Hamilton  Amanda Roberts 《International Journal of Inclusive Education》2013,17(4):333-346

Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edited by J. D. Faubion, 326–348. London: Penguin Books] theory of power to ask what lessons we might learn from the literature on school leadership for equity. We begin by offering a definition of neoliberalism; new managerialism; leadership and equity, with the aim of revealing the relationship between the macropolitical discourse of neoliberalism and the actions of school leaders in the micropolitical arena of schools. In so doing, we examine some of the literature on school leadership for equity that post-dates Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 149–172] analysis, seeking evidence of critical engagement with/resistance to neoliberal policy. We identify three approaches to leadership for equity that have been used to enhance equity in schools internationally: (i) critical reflection; (ii) the cultivation of a ‘common vision’ of equity and (iii) ‘transforming dialogue’. We consider if such initiatives avoid the hegemonic trap of neoliberalism, which captures and disarms would be opponents of new managerial policy. We conclude by arguing that, in spite of the dominance of neoliberalism, head teachers have the power to speak up, and speak out, against social injustice.  相似文献   

Pupils' progress in selective and nonselective schools     

Barbara Maughan  Michael Rutter 《School Leadership & Management》2013,33(1):50-68

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Civic Education vs. Hippodroming     

Sophie Pollack 《Clearing house (Menasha, Wis.)》2013,86(6):360-361

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Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation     

Carol R. Rinke  Steven J. Gimbel  Sophie Haskell 《Research in Science Education》2013,43(4):1517-1533

Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.  相似文献   

Development of the ‘Museum Health and Social Care Service’ to promote the use of arts and cultural activities by health and social care professionals caring for older people     

Juliana Thompson  Zoe Brown  Katherine Baker  Jenni Naisby  Sophie Mitchell  Christina Dodds 《Educational gerontology》2020,46(8):452-460

ABSTRACT

It is well documented that engagement in arts and cultural activities contributes to improving and maintaining the health and well-being of older people. Despite this, many health and social care professionals do not recognize or accept arts and cultural activities as relevant to their care remit. To address this, a team of 17 individuals comprising older service users, and staff from a range of health and social care, arts, and museum and archive services in North East England worked collaboratively to design and develop the Museum Health and Social Care Service (MHSCS). MHSCS is a resource and training package that reinforces the care and clinical benefits of arts and cultural activities to older people’s health and wellbeing, aimed at supporting health and social care professionals to acknowledge and use these activities as integral to care delivery.  相似文献   

Listening and questioning     

Sophie Haroutunian-Gordon 《Learning Inquiry》2007,1(2):143-152

In the article that follows, I take up a debate that has arisen over the past three years concerning the following issue: Does every act of listening involve the listener in questioning? I argue that the answer to the questions is yes. I give background on the question and then consider one instance of listening that may suggest no role for questioning to play. Drawing upon Gadamer, I present an argument in support of my claim. I conclude with an implication for research.  相似文献   

Do Friendships Afford Academic Benefits? A Meta-analytic Study     

Kathryn R. Wentzel  Sophie Jablansky  Nicole R. Scalise 《Educational Psychology Review》2018,30(4):1241-1267

Using meta-analytic techniques, we examined systematically the evidence linking friendship to academically related outcomes, asking: To what extent is friendship related to academic performance and to academically related cognitive skills? Based on 22 studies that yielded 81 effect sizes and 28 independent samples, we examined relations between friendship and academically related cognitive skills (e.g., scientific reasoning, linguistic skills, spatial memory) and performance (e.g., academic grades, test scores). The role of friendship was defined in one of two ways: working with mutual friends on academic tasks and the experience of having friendships (as indicated by having at least one reciprocated friend or a number of friends). Small to moderate effect sizes suggest that working together with a friend and simply having a friend were related significantly and positively both to cognitive and performance outcomes. Student (sex, age, country of origin) and methodological (measurement, design) characteristics were not significant moderators of relations between friendship and academically related outcomes.  相似文献   

INSTITUTIONAL EFFECTS ON CHILDREN: DESIGN ISSUES AND SUBSTANTIVE FINDINGS     

Michael Rutter 《Monographs of the Society for Research in Child Development》2008,73(3):271-278

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