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Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child–staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) to test the existence of curvilinear associations between child–staff ratios and observed peer skills at the ages of 3 and 4.5 years in order to derive optimal ratios featuring higher levels of peer skills. The findings indicated curvilinear associations between child–staff ratio during the first 3 and 4.5 years and the frequency of positive and negative peer interactions—especially positive peer interactions. Furthermore, these curvilinear associations characterized positive play with a friend at 4.5 years. Optimal child–staff ratios featuring higher levels of peer skills were somewhat lower for positive play with a friend than for the frequency of positive peer interactions. Practice or Policy: Curvilinear associations that point to an optimal value of child–staff ratio may be used to validate child care standards. Optimal child–staff ratios found in the current study coincided with recommended early care standards. 相似文献
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The study aimed to trace teachers’ role behaviors that religious teachers perceive as mandatory versus discretionary and non-prescribed at work. Based on interviews with 15 teachers working in the Israeli religious state education, it was found that teaching the subject matter, preparing students for national exams, encouraging students to learn, and teaching religious values unrelentingly is perceived as in-role tasks, while helping students and colleagues, committing to the school as a whole, and refraining from wasting learning time is perceived as extra-role activities. Most interesting is the impact of Jewish heritage and belief on our interviewees’ tendency to perform extra-role activities. 相似文献
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This research investigated pedagogical beliefs of teachers of “sacred” school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing on the discipline, on students and their learning and on the teacher role and 15 were interviewed. Results reflected systematic differences between teachers of sacred and secular subjects caused by multiple factors, some internal and some external to the underlying discipline. Variation among different sacred subjects was contingent mainly on external factors. 相似文献
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This research examines the purposes of education perceived by teacher education students preparing for a career in Israeli public religious schools. Participants were 164 men and 364 women in their first or final year of teacher education. They responded to questionnaires that explored educational purposes in four ways. Twenty-four students also were interviewed. Major results indicate that: 1) universal and religious purposes of education are considered highly important; 2) men attribute greater importance than women to religious- Torah purposes; 3) academic-intellectual growth is not considered an important educational purpose. Implications of these and other findings are considered for educational policy and practice in public religious schools. 相似文献
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