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1.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
2.
The effects of computer-presented automatization exercises in a group of 14 poor readers were assessed in comparison to a
matched control group of 14 poor readers that received computer-presented exercises aimed at the use of context for word identification
and comprehension. Training took place three sessions a week for 15 minutes per session and lasted about two months in each
group. Results showed that the automatization or “speed” group progressed more than the context group in word and text reading
efficiency, and the effect transferred to more complex word types than the CVC word type that was presented in the exercises.
Both groups progressed to the same extent in accuracy, but the speed group made more progress in speed. No effects were found
for reading comprehension. The findings make clear that computer-supported automatization exercises can be effective in reducing
reading problems of poor readers in a short period of time. Implications for practice are discussed. 相似文献
3.
Lisa D. Murley S. Kay Gandy Jeanine M. Huss 《The Journal of environmental education》2017,48(2):121-129
Teacher candidates conducted field hours in the nation's first net zero school, which uses the same amount of energy, measured annually, as it produces. These teacher candidates saw firsthand integration of the net zero advantages by completing a Collaborative Research Project and a Net Zero Lesson, which incorporated the use of the net zero building features as part of the lesson plan criteria. As a result, teacher candidates experienced how students can learn from their constructed environment and how that learning could contribute to a more sustainable world. 相似文献
4.
This study examined academic library employees' experiences during “strengths education,” a process of learning about individual strengths during a positive psychology intervention. Participants took the Clifton StrengthsFinder test, attended a workshop, and then were interviewed about what they considered to be the effects of the strengths training. The focus of the qualitative analysis was the interviewees' statements about the intrapersonal and interpersonal effects of learning about their strengths. We categorized and coded these statements as cognitions formed, emotions experienced, and applications envisioned. Our findings raise interesting implications for job satisfaction and employee self-esteem, especially during times of change. 相似文献
5.
Jeanine M. Scaramozzino 《图书馆管理杂志》2013,53(4):315-333
ABSTRACT Students in science disciplines often arrive at college without experience using primary science literature and lacking in skills required to manipulate information. A cohesive, curriculum-integrated information literacy program is crucial in teaching science majors how to determine information needs and to locate, evaluate, synthesize, and use information. Described are the best practices, challenges, and assessment tools as applied in the implementation of a four-year science information literacy program at a large state university. 相似文献
6.
Parisi JM Rebok GW Carlson MC Fried LP Seeman TE Tan EJ Tanner EK Piferi RL 《Educational gerontology》2009,35(10):867-879
The Experience Corps?, a community-based intergenerational program, was developed to promote the health of older adults, while simultaneously addressing unmet social and academic needs in public elementary schools. The model was designed to draw on, and potentially activate, the wisdom of older adults. This paper explores the nature of wisdom-related knowledge and how older adults may apply such knowledge when tutoring and mentoring young children, as well as the potential for the intergenerational transmission of wisdom from the older adult volunteers to the school children being mentored by them. Developing an understanding of these issues may provide a basis for the creation of more extensive wisdom-generating opportunities for both older and younger generations. 相似文献
7.
Jeanine M. Grenberg 《Educational Philosophy and Theory》2019,51(13):1335-1346
AbstractKant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradiction with autonomous virtue. Furthermore, moral education seems to involve getting good at something through repetition; but Kant seems to eschew the notion of repeated natural activity as antithetical to autonomy. Things become even trickier once we remember that Kant also views autonomous human beings as radically evil: we are capable of choosing rationally and autonomously, but, left to our own devices, that same capacity for reason might tempt us to choose only out of a concern to satisfy our happiness. We thus need a moral education which realizes autonomy while dodging the dual bullets of external natural forces and internal evil forces. Ultimately, his concerns about external natural forces and internal evil forces do not lead Kant to reject either moral education or a role for repeated activity in it. Rather, he advocates a carefully circumscribed appeal to repeated activities within a course of Socratic moral education focused on encouraging the student, subjectively and first-personally, to claim her autonomy, resulting in the cheerful and vigilant exercise of virtue as an aptitude. 相似文献
8.
Jeanine Romano Tary L. Wallace Ina J. Helmick Lou M. Carey Lisa Adkins 《The Internet and Higher Education》2005,8(4):243
Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes. 相似文献
9.
This study explored characteristics of young adults’ solidarity during the Covid-19 pandemic by identifying three different profiles, characterized by low (23%), average (54%), and high solidarity (23%). Based on longitudinal Swiss panel data (NT1 = 797, Mage T1 = 12.15 years, 51% female; 28% migration background representing diverse ethnicities; NT2 = 707, Mage T2 = 15.33 years; NT3 = 596, Mage T3 = 18.31 years), the study combined person- and variable-centered approaches to examine whether sympathy, social trust, and peer exclusion at earlier phases in development predicted membership in pandemic-related solidarity profiles (NT4 = 300, Mage T4 = 20.33 years). All developmental predictors were significantly associated with the likelihood of expressing solidarity during the pandemic as young adults. 相似文献
10.
ABSTRACTWhile there is a fairly extensive literature on core competencies of librarians, there is a paucity of research on personality traits that distinguish them from those in other occupations. The present study compared the personality traits of 88 librarians with a general norm group using the 16 PF, a widely researched normal-personality inventory. We found that librarians are more apprehensive, cautious, flexible, focused, imaginative, open-minded, respectful, self-reliant, serious, tender-minded, and trusting as well as higher on general reasoning skills than those in the norm group. Findings are discussed in terms of consistency with core competences of librarians. Practical implications were noted, including recruitment and coaching of job incumbents. 相似文献