A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms     

Sharon Wolf  Manuel S. Gonzalez Canche  Kristen Coe 《Child development》2021,92(6):e1242-e1259

Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015–2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06–.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects.  相似文献   

Trajectories of perinatal depressive symptoms in the context of the COVID-19 pandemic     

Hanna C. Gustafsson  Anna S. Young  Olivia Doyle  Bonnie J. Nagel  Kristen Mackiewicz Seghete  Joel T. Nigg  Elinor L. Sullivan  Alice M. Graham 《Child development》2021,92(5):e749-e763

This study sought to advance understanding of the potential long-term consequences of the COVID-19 pandemic for child development by characterizing trajectories of maternal perinatal depression, a common and significant risk factor for adverse child outcomes. Data came from 393 women (86% White, 8% Latina; mean age = 33.51 years) recruited during pregnancy (n = 247; mean gestational age = 22.94 weeks) or during the first year postpartum (n = 146; mean child age = 4.50 months; 55% female). Rates of depression appear elevated, relative to published reports and to a pre-pandemic comparison group (N = 155). This study also provides evidence for subgroups of individuals who differ in their depressive symptom trajectories over the perinatal period. Subgroup membership was related to differences in maternal social support, but not to child birth outcomes.  相似文献   

Writing to the Common Core: teachers’ responses to changes in standards and assessments for writing in elementary schools     

Kristen Campbell Wilcox  Jill V. Jeffery  Andrea Gardner-Bixler 《Reading and writing》2016,29(5):903-928

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Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College     

Karen Kurotsuchi Inkelas  Zaneeta E. Daver  Kristen E. Vogt  Jeannie Brown Leonard 《Research in higher education》2007,48(4):403-434

This study examines the role of living–learning (L/L) programs in facilitating first-generation students’ perceived academic and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated in the National Study of Living–Learning Programs during Spring 2004, the results of the study show that first-generation students in L/L programs reported a more successful academic and social transition to college than their first-generation counterparts living in a traditional residence hall setting. In addition, interactions with faculty members and using residence hall resources facilitated an easier academic transition for first-generation students in L/L programs, and supportive residence hall climates were related to an easier social transition. A preliminary interpretation of this study’s results is that structured activities, such as faculty interaction and residence hall programming, are more influential for this population than informal peer groups. An earlier version of this paper was presented at the 2005 Annual Meeting of the American Educational Research Association, Montreal, Canada.  相似文献   

Barriers to the Success of Affirmative Consent Initiatives: An Application of the Social Ecological Model     

Malachi Willis  Kristen N. Jozkowski 《American journal of sexuality education》2018,13(3):324-336

ABSTRACT

In response to evidence that one in five college women are sexually assaulted, institutions of higher education have started adopting affirmative consent policies. Affirmative consent must be voluntarily and explicitly communicated—verbally or nonverbally. A recently published article highlighted barriers to the success of affirmative consent initiatives at the intrapersonal level. To extend this discussion, we identified barriers at each level of the Social Ecological Model. In our commentary, we discuss social determinants that are particularly relevant for campus sexual assault. There are elements in young people's micro-, meso-, exo-, and macrosystems that hinder their adoption of affirmative consent practices. We focus on gender as an aspect of the macrosystem that is a formidable barrier to the success of affirmative consent initiatives, influencing each of the other levels. Finally, we discuss how sexuality education might begin to address the social determinants of sexual assault.  相似文献   

Sequential Associations Between Caregiver Talk and Child Play in Autism Spectrum Disorder and Typical Development          下载免费PDF全文

Kristen Bottema‐Beutel  Caitlin Malloy  Blair P. Lloyd  Rebecca Louick  Linnea Joffe‐Nelson  Linda R. Watson  Paul J. Yoder 《Child development》2018,89(3):e157-e166

This study examined sequential associations between child play and caregiver talk in 98 caregiver–child dyads (M_{mental age} = 14 months). Fifty dyads included a child with autism spectrum disorder (ASD). Analyses revealed sequential associations between child play and caregiver follow‐in (FI) utterances (utterances related to the child's attentional focus) were stronger in the ASD as compared to the typically developing (TD) group. FI utterances were more likely to elicit functional play than caregiver‐focused utterances, and more so in the ASD group. Across groups, FI directives were more likely to elicit functional play than FI comments. These findings have important implications for research involving caregiver–child play as an early intervention context for children with ASD.  相似文献   

Web Sites that Address Gestational Diabetes and Perinatal Obesity          下载免费PDF全文

Montgomery KS 《The Journal of perinatal education》2003,12(1):51-53

Obesity contributes to multiple health problems during pregnancy and predisposes a woman to develop gestational diabetes. This column reviews the currently best Web sites that address gestational diabetes and obesity during the perinatal period.  相似文献   

Taking research into schools: the West Lothian Action Enquiry model     

Lynne M. Binnie  Kristen Allen  Elaine Beck 《Educational Psychology in Practice》2008,24(4):347-354

This paper outlines the efforts of an Educational Psychology Service (EPS) to develop its practice in the area of research. It will argue that the Action Enquiry model of service delivery can empower teaching staff and may allow an effective means of change and improvement to take place in schools. This model steers research towards providing information about what works in context and has given teachers the impetus and ownership to evaluate their practice and the impact of their interventions. The benefits of this approach are outlined along with a few notes of caution that readers are urged to consider when negotiating research within a school.  相似文献   

The building blocks of writing: Learning to write letters and spell words     

Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47

This study examined the development of beginning writing skills in kindergarten and the relationship between early writing skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing, sound spelling, and spelling of real and nonsense words. Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau and Joan Foley for assistance in scoring students’ responses.  相似文献   

"If it happened, I would remember it": strategic use of event memorability in the rejection of false autobiographical events     

Ghetti S  Alexander KW 《Child development》2004,75(2):542-561

The present research investigated the link between perceived event memorability and false-event rejection. In 2 studies, event salience, plausibility, and recency were manipulated. Study 1 showed that high-salience events elicited higher memorability ratings than low-salience events for 5-, 7-, 9-year-olds and adults. Plausibility and recency affected only 9-year-olds' and adults' judgments. Study 2 demonstrated that younger versus older children and adults were less likely to reject false events, and that older children and adults were more likely to reject false events based on salience than were younger children. High-recency false events were more likely to be rejected than low-recency false events. Consistent with prediction, recency moderated the effect of salience. The development of metamemorial awareness and rejection strategies is discussed.  相似文献