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Research in Higher Education - This paper studies the impact of the Economic Growth and Tax Relief Reconciliation Act of 2001 that amended employer-sponsored education assistance (ESEA) fringe... 相似文献
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Gregory A. Gilpin 《Economics of Education Review》2012,31(3):15-29
This study investigates the relationship between salaries and scholastic aptitude for full-time public high school humanities and mathematics/sciences teachers. For identification, we rely on variation in salaries between adjacent school districts within the same state. The results indicate that teacher aptitude is positively correlated with teacher salaries with an elasticity point estimate of 0.132. However, using quantile regressions, we find the elasticity estimates form an inverted U-shape across the scholastic aptitude distribution, and that higher aptitude teachers are more profoundly affected by the percentage of students eligible for free lunch and local street crime, while lower aptitude teachers are more profoundly affected by local education support. Furthermore, studying mathematics/sciences teachers, we find that while the elasticity estimates maintain an inverted U-shape, scholastic aptitude is not correlated with changes in salaries for the lower 40 percentiles of the aptitude distribution. 相似文献
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Verbal testimony about reality status is critical but often contradictory. These studies address whom children consider reliable sources of information about reality and how they evaluate conflicting testimony. In Study 1, seventy 4- to 8-year-olds heard an adult or child provide testimony about how to cook food and use toys, and about the reality of unfamiliar entities. Children selected the adult for food and the child for toys. Six- and 8-year-olds also selected the adult regarding reality. In Study 2, ninety 4- to 8-year-olds heard conflicting reality information from children and adults. Six- to 8-year-olds endorsed adult and child claims differentially and stated that adults knew more. By age 6, children favor adult testimony about reality over that of children. 相似文献
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Ansley T. Gilpin Melissa M. Brown Jillian M. Pierucci 《Early education and development》2013,24(7):920-932
Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly emotion regulation. This study investigated whether fantasy-oriented children, who engage in more pretense, demonstrate higher levels of emotion regulation. Prekindergartners (n = 103) and teachers were given a battery of measures assessing children’s emotion regulation, fantasy orientation, theory of mind, and language. Results from hierarchical regression analyses indicated that children’s proclivity toward fantastical play (their fantasy orientation) uniquely predicted 24% of the variance in their emotion regulation skills over and above typical predictors: age, theory of mind, and language skills. That is, children who participated in more fantasy pretense demonstrated better emotion regulation skills than their peers. Practice or Policy: The present study suggests that future research, curriculum, and interventions should focus on targeting fantastical pretense to assess causal mechanisms of emotion regulation development. Teachers and parents should encourage children’s fantastical pretense, as research suggests it may be an important contributor to the development of critical socialization skills such as emotion regulation. 相似文献
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Gillian King Doreen J. Bartlett Melissa Currie Michelle Gilpin Donna Baxter Colleen Willoughby 《International Journal of Disability, Development & Education》2008,55(1):5-26
This article describes the development of a classification system to measure the expertise levels of practicing paediatric rehabilitation therapists. Seventy‐five therapists from five disciplines (physical, occupational, speech‐language, behaviour, and recreational therapy) were involved, along with 170 peers, and 188 parents of children with disabilities. A cluster analysis of 10 indicators of expertise (derived from a battery of self‐completed, peer‐completed, and parent‐completed measures) indicated three levels of therapist expertise—novice, intermediate, and expert. Expertise level was related to various aspects of experience but not to therapy discipline. The classification system will be useful for the education and professional development of paediatric therapists, and for research on expertise in paediatric rehabilitation. 相似文献
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