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Little is known about how key aspects of parental migration or childrearing history affect social development across children from immigrant families. Relying on data on approximately 6,400 children from the Early Childhood Longitudinal Study–Birth Cohort, analyses assessed the role of mother’s age at migration on children’s social development in the United States (sociability and problem behaviors). Consistent with models of divergent adaptation and assimilation, the relation between age at arrival and children’s social development is not linear. Parenting practices, observed when children were approximately 24 months of age, partially mediated the relation between mother’s age at arrival and children’s social development reported at approximate age 48 months, particularly in the case of mothers who arrived as adults. 相似文献
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Librarians are encouraged to extend their information managing skills to include familiarity with personal file management software. Knowledge of automated solutions to overgrown manual reprint files can be valuable to the institution that a librarian serves. The capabilities of REFERENCE MANAGER, PRO-CITE, ASKSAM, and SCI-MATE are compared in a series of classes given for faculty and staff by the Medical College of Wisconsin Libraries reference staff. 相似文献
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Di Xu Danny Glick Fernando Rodriguez Bianca Cung Qiujie Li Mark Warschauer 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):211-227
Despite steady investment in English language education made by developing countries over the past few decades, results continue to be constrained by lack of high-quality instructors and language learning resources. Thus, using technology in language instruction has increasingly been recognized as a potential approach for addressing these constraints. This study uses administrative data from a large public university in Mexico to examine the impact of a technology-enhanced blended program on students' English course grades and course completion rates. Specifically, we focus on a campus-wide policy change in all compulsory English language courses that replaces half of the traditional face-to-face class time with an interactive online learning environment developed by a leading technology-mediated English language learning and assessment provider. Our results suggest that, compared to traditional face-to-face instruction, blended learning had a significant, positive impact on students' course grades and course completion rates. In addition, the enrollment-teacher ratio increased after replacing half of the face-to-face instructional time with online learning, suggesting that blended learning environments hold promise for providing high-quality and cost-effective language instruction. 相似文献