排序方式： 共有40条查询结果，搜索用时 109 毫秒
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Karen M. La Paro Amy C. Williamson Bridget Hatfield 《Early education and development》2014,25(6):875-893
Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period. 相似文献
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Kelly B. Cartwright Timothy R. Marshall Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning. 相似文献
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Woo M Kim S Kim J Petruzzello SJ Hatfield BD 《Research quarterly for exercise and sport》2010,81(3):349-359
The "feel better" effect of exercise has been well established, but the optimal intensity needed to elicit a positive affective response is controversial. In addition, the mechanisms underlying such a response are unclear To clarify these issues, female undergraduate students were monitored for electroencephalographic (EEG) and self-reported affective responses during the recovery period following rest, low, moderate, and high intensities of treadmill running, each lasting 30 min. Frontal EEG asymmetry and self-reported vigor scores following exercise at all three intensities were significantly elevated compared to those observed following rest. The results suggest that steady-state aerobic exercise bouts executed at varying intensities induce a similar affective response during the recovery period when assessed at both the behavioral and psychophysiological levels. 相似文献
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R. Spencer J. Sinno K. Hatfield M. Biderman M. Numer 《Journal of Research on Technology in Education》2020,52(2):197-215
AbstractEvidence suggests that the use of educational technologies may promote positive learning environments and contribute to students’ success. The following mixed methods study examined the impact of Top Hat in a blended learning environment on undergraduate students’ sense of belongingness, engagement, and self-confidence in a Canadian post-secondary institution. A survey study measured students’ sense of belongingness, engagement, and self-confidence before and after the course, which used Top Hat. The results show a significant increase in belongingness and self-confidence, but a decrease in engagement. Contrarily, focus groups revealed that using Top Hat may improve the overall learning experience. Limitations and future recommendations are discussed. 相似文献
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Frank E. Dardis Ph.D. Fuyuan Shen Ph.D. Heidi Hatfield Edwards Ph.D. 《Mass Communication and Society》2013,16(1):24-42
Prior research has indicated that exposure to negative political advertising can foster among individuals feelings of alienation, distrust, and apathy toward government or the political process. However, investigation regarding the amount of exposure to such advertising and the form in which it is presented remains scant. This experimental study examined the impact of ad type (character based vs. issue based) and amount of advertising exposures on individuals' cynicism and perceived self-efficacy in relation to the government. Results indicated that issue-based attack ads aired during the 2004 presidential election led to greater cynicism and lower self-efficacy than did character-based attack ads. A significant interaction revealed that the difference on the self-efficacy measure was greatest at the highest exposure level, indicating that continual exposure to ads dealing with governmental policies may nurture the perception that the political process is overly complex, which subsequently can decrease individuals' beliefs that they can make a difference. 相似文献
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Bridget E. Hatfield Linda L. Hestenes Victoria L. Kintner-Duffy Marion O’Brien 《Early childhood research quarterly》2013
Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed. 相似文献
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Elizabeth Fish Hatfield 《Communication Teacher》2018,32(4):236-242
Course: Interpersonal Communication
Objective: This semester-long approach utilizes weekly podcasts to engage students in narrative learning. Students evaluate podcast narratives and apply interpersonal communication concepts and theories through structured and unstructured learning activities. 相似文献
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Laura M. Hatfield 《Sport Management Review》2012,15(2):261-262