Are Insecure-Avoidant Infants with Extensive Day-Care Experience Less Stressed by and More Independent in the Strange Situation?   总被引：1，自引：0，他引：1  

Jay Belsky  Julia M. Braungart 《Child development》1991,62(3):567-571

In order to test the hypothesis that elevated ratings of avoidance and classifications of insecure-avoidant attachments of infants with extensive infant day-care histories may be the result of the fact that children with routine experiences of separation are less stressed by, and more independent in, the Strange Situation than more traditionally reared infants, 2 groups of 12-month-old infants with insecure-avoidant attachments were compared on 2 behavioral indices in each reunion-with-mother episode of the Strange Situation. 9 infants experienced less than 20 hours per week of nonparental care in their first year, and 11 infants experienced 20 or more hours of care. Contrary to propositions advanced by Clarke-Stewart, Thompson, and others, insecure-avoidant infants with extensive nonparental care experience whimpered, fussed, and cried more and engaged in object play less in each reunion episode than their insecure-avoidant counterparts with less nonparental care experience. These results are discussed in terms of the recent controversy surrounding infant day-care in the United States.  相似文献   

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores          下载免费PDF全文

Margaret D. Condrasky  Alexa Weeks McCay  Duncan Darby  Julia L. Sharp  Sarah F. Griffin 《Journal of Food Science Education》2018,17(2):66-71

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.  相似文献   

Science curricula for adaptive schools: A report from the workface     

Julia Atkin 《Research in Science Education》1984,14(1):223-229

Concluding comments An an ‘action research’ project, science curriculum development at St Columba's is ongoing as is the total school curriculum development. An outline of the development in science has been presented here to:invite comment from science educators in order to help define future directions in curriculum development; tostimulate further research in the area of curriculum development for a ‘Science for All’, and tostimulate debate about what school science, especially junior secondary science, should be.  相似文献   

Socialised subjectivity: exploring the ‘double reality’ of a doctorate of education (EdD) bulletin board     

Julia Gillen 《International Journal of Educational Research》2003,39(8):873

This paper approaches the theme of this special issue, the distinctive contribution of new technologies to collaborative thinking and learning, through an analysis of postings to an EdD bulletin board. Bourdieu's concept of habitus as socialised subjectivity is manifestly appropriate to the focus on professionality, the key theme of the course. A crucial element of the educationalists’ professional development is constituted by deliberation and dialogue, shaped in forms of a discourse associated with this community of practice. Analyses of data draw on Bourdieu's conception of the intrinsically double nature of the ‘reality’ accessible here; that in order to apprehend the ongoing construction of meanings within the bulletin board postings, we should also endeavour to attend to the ‘objective structures (spaces of positions)’ among the participants. The evidence suggests that greater success is demonstrated among learners and tutors in appropriating/demonstrating/developing their professional habitus in exchanges where symmetries in discourses are achieved, or, perhaps more accurately, asymmetries in either or both aspects of Bourdieu's ‘double nature’ of reality, are managed or avoided.  相似文献   

Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers   总被引：1，自引：0，他引：1  

Clyde C. Robinson  Jean M. Larsen  Julia H. Haupt 《Early education and development》1995,6(3):241-252

This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed.  相似文献   

Teacher education,motivation, compensation,workplace support,and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession     

Julia C. Torquati  Helen RaikesCatherine A. Huddleston-Casas 《Early childhood research quarterly》2007

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, education years and child development coursework predicted compensation, and compensation predicted observed quality. When the model was tested separately for infant–toddler teachers, years of education and child development coursework predicted compensation, but none of the education variables predicted observed quality and compensation did not predict observed quality. For preschool teachers, years of education predicted compensation and having a CDA predicted observed quality, but compensation did not predict observed quality. For all of the models, only motivations for child care work predicted intention to stay in the profession. No variables in the structural equation models predicted interactional quality.  相似文献   

Features of instructional talk predictive of reading comprehension     

Catherine J. Michener  C. Patrick Proctor  Rebecca D. Silverman 《Reading and writing》2018,31(3):725-756

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Students’ conscious unknowns about artefacts and natural objects     

Piedade Vaz-Rebelo  Paula Fernandes  Julia Morgado  António Monteiro 《教育心理学》2016,36(1):176-190

This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns.  相似文献   

What's in a name? Students with dyslexia: their use of metaphor in making sense of their disability   总被引：1，自引：0，他引：1  

Robert Burden  Julia Burdett 《British Journal of Special Education》2007,34(2):77-82

Research and practice involving children and adults with dyslexia has tended to focus on identifying difficulties in developing literacy skills and associated cognitive variables. Comparatively few investigations have focused on affective factors or on finding ways of enabling those with dyslexia to express their own attitudes, thoughts and feelings about these difficulties. As part of an intensive investigation into the self-concepts of pupils attending a residential special school for boys with dyslexia, Robert Burden, Professor of Applied Educational Psychology at the University of Exeter, together with his research assistant, Julia Burdett, carried out semi-structured interviews with 50 boys. One element of the interview was a request to each interviewee to construct a mind picture or image of what dyslexia represented to him. The results revealed a number of powerful images illustrating both surmountable and insurmountable barriers to learning, together with feelings of confusion and inadequacy. The conclusion is drawn that metaphors provide a potentially helpful means of exploring the deep-rooted thoughts and feelings of children and young people diagnosed with dyslexia. The authors conclude by discussing some possible implications of this form of investigation for future research and intervention with those experiencing dyslexia and a wide range of other disabilities.  相似文献   

From in-service teacher development to school improvement: factors of learning transfer in teacher education     

Benjamin Dreer  Julia Dietrich  Bärbel Kracke 《Teacher Development》2017,21(2):208-224

In-service teacher development programs are perceived as a common way to foster school improvement. Nevertheless, program evaluation to date ends with the assessment of acquired knowledge, skills, and motivation, frequently disregarding the actual learning transfer and its conditions. This study aimed to investigate how individual and situational factors interact and contribute to learning transfer in an in-service teacher development program. We tested a transfer model derived from human resources development research. One hundred and twenty-nine teachers aged 25–62 years (87% female), participating in an in-service development program, were surveyed three times during the program. Results of path analyses suggest that not only especially individual factors are critical for learning transfer in the context of school improvement, but also that program and environmental factors have important effects. They moderated the effects of the individual factors.  相似文献