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Karyn Hartz Amanda P. Williford Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456
Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions. 相似文献
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The Internet has emerged as a dynamic new communications medium at an astounding pace in recent years. It enables the exchange of text, sound, video and images between millions of individuals from all around the world in a manner not possible via traditional media. But along with the growth of these services and the benefits they can provide for enhanced communication, entertainment and educational services, concerns have been raised around the world about the content of these services. The nature of these concerns often reflects the different cultural, religious and political values of the international community. The paper outlines the preliminary findings of a pilot study presently carried out by ABA. It considers the issues related to the content of on-line services, the impact of recent technical developments such as Platform for Content Selection (PICS) and content labeling. It compares regulatory responses in four countries and identifies areas of potential international co-operation. 相似文献
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Marten Koomen 《Assessment in Education: Principles, Policy & Practice》2018,25(2):200-223
Education systems are increasingly being called upon to implement new technology-based assessment systems that generate efficiencies, better meet changing stakeholder expectations, or fulfil new assessment purposes. These assessment systems require coordinated organisational effort to implement and can be expensive in time, skill and other resources. This paper explores the nexus between assessment planning and organisational strategy in the context of technology-based assessment implementation. Two planning tools, an Assessment Planning and Review Framework (the Framework) and an Assessment-Capability Matrix (the Matrix), are provided to assist organisations to manage this nexus. The Framework is a reformulation of prominent assessment design frameworks, developed for a broader, interdisciplinary audience. Its extension through the incorporation of organisational capability concerns led to the development of the Matrix. The Framework and the Matrix create an interface from principled assessment design to organisational strategy that is explored through five predominantly technology-based assessment design pathways. 相似文献
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This study examined teachers’ reports of early teacher–child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel analyses indicated that teachers reported less close and more dependent relationships for the inhibited and hyperactive versus the average children, and more conflictual relationships for the hyperactive versus the average children. These differences were largely mediated by teachers’ perceptions of children's personal behavior problems. In addition, we found that the teachers’ control attributions for children's social behaviors increased the link between children's perceived (personal and social) problems and relationship closeness. Results further support the idea that teachers’ relationship reports are personal, evaluative accounts rather than objective measures of teacher–child interactions. 相似文献
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This study examined teachers' self‐reported pedagogical practices toward socially inhibited, hyperactive, and average kindergartners. A self‐report instrument was developed and examined in three samples of kindergartners and their teachers. Principal components analyses were conducted in four datasets pertaining to 1 child per teacher. Two dimensions, Behavior Regulation and Socioemotional Support, emerged, which could be measured with internally consistent scales. Preliminary validity support was obtained for them. Multilevel comparisons revealed that teachers reported more behavior regulation for hyperactive versus inhibited and average children, more socioemotional support for inhibited versus hyperactive and average children, and more socioemotional support for hyperactive versus average children in two samples. Exploratory analyses of the other (i.e., random) sample of children yielded corresponding effects of hyperactivity on behavior regulation, and social inhibition on socioemotional support, but no effect of hyperactivity on socioemotional support. Results are discussed in terms of the saliency of behavior differences. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 635–651, 2006. 相似文献
7.
Libby Macdonald Jill Ashburner Debra Costley Kaaren Haas David Trembath 《International Journal of Inclusive Education》2017,21(12):1228-1244
Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings. 相似文献
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Jantine L. Spilt Helma M. Y. Koomen Jochem T. Thijs 《Educational Psychology Review》2011,23(4):457-477
Many studies have examined the importance of teacher?Cstudent relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher?Cstudent relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher?Cstudent relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research. 相似文献
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Kaaren Koomen 《International Information and Library Review》2013,45(3-4):271-297
The Internet has emerged as a dynamic new communications medium at an astounding pace in recent years. It enables the exchange of text, sound, video and images between millions of individuals from all around the world in a manner not possible via traditional media. But along with the growth of these services and the benefits they can provide for enhanced communication, entertainment and educational services, concerns have been raised around the world about the content of these services. The nature of these concerns often reflects the different cultural, religious and political values of the international community. The paper outlines the preliminary findings of a pilot study presently carried out by ABA. It considers the issues related to the content of on-line services, the impact of recent technical developments such as Platform for Content Selection (PICS) and content labeling. It compares regulatory responses in four countries and identifies areas of potential international co-operation. 相似文献
10.
The Concepts About Print (CAP) test administered during kindergarten and first grade was shown to be highly correlated with various tests of school achievement obtained during the second through the fourth grades and to effectively predict those children who would later be retained in school. Based on the results of this longitudinal study, the CAP may be useful in the kindergarten and first grade as an early identifier of children who are relatively high educational risks. 相似文献