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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
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Susan H. Landry Paul R. Swank Jason L. Anthony Michael A. Assel 《Reading and writing》2011,24(8):971-1010
This paper describes the implementation and evaluation for scaling up a comprehensive early childhood teacher professional development program into 11 communities across 2 years with funding through state legislative actions. The comprehensive program had four major components based on results from a previous multi-condition random assignment study across four states. The previous results demonstrated that the most optimum approach for supporting children??s school readiness included: (1) teacher on-line professional development with facilitation, (2) classroom mentoring, (3) implementation of a research-based curriculum, and (4) technology-driven progress monitoring that informed instruction. The comprehensive professional development program was evaluated in a new state program designed to bring childcare, Head Start, and public school pre-kindergarten together into integrated partnerships. In Year 1, 220 teachers serving 3834 children were randomly assigned to either receive the comprehensive program or not. Teachers who served as controls in Year 1 received the program in Year 2, and those who received the program in Year 1 participated for an additional year in Year 2, allowing for examination of the effects of one versus 2 years of participation. The program improved teachers instructional practices relative to controls, and a second year of participation resulted in greater gains in children??s language and literacy. Results support the need for well-integrated, comprehensive professional development for early childhood educators. 相似文献
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We present a microfluidic approach to characterizing temperature-dependent biomolecular interactions. Solvated L-arginine vasopressin (AVP) and its immobilized RNA aptamer (spiegelmer) were allowed to achieve equilibrium binding in a microchip at a series of selected temperatures. Unbound AVP were collected and analyzed with matrix-assisted laser desorption∕ionization mass spectrometry (MALDI-MS), yielding melting curves that reveal highly temperature-dependent zones in which affinity binding (36–45 °C) or dissociation (25–33 °C and 50–65 °C) occurs. Additionally, temperature-dependent binding isotherms were constructed; from these, thermodynamic quantities involved in binding were extracted. The results illustrated a strong change in heat capacity of interaction for this system, suggesting a considerable thermodynamic influence controlling vasopressin-spiegelmer interaction. 相似文献
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Jason L. Anthony Jeffrey M. Williams Zhoe Zhang Susan H. Landry Martha J. Dunkelberger 《Early education and development》2014,25(4):493-514
Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81–2.51, .05 < ps < .01) and print knowledge (t = 2.39, p < .01). Practice or Policy: Thus, parent training in shared reading practices appears to be necessary for children to benefit from programs that enrich the home literacy environment. That the combined program particularly benefited children who started preschool lagging behind in school readiness (ts = 1.64–2.49, ps < .05) suggests that this comprehensive model offers hope for closing the achievement gap. 相似文献
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Heather B. Taylor Jason L. Anthony Rachel Aghara Karen E. Smith Susan H. Landry 《Early education and development》2008,19(1):188-207
This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy. 相似文献
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Joint attention and infant toy exploration: effects of Down syndrome and prematurity 总被引：1，自引：0，他引：1
12-month-old infants with Down syndrome (n = 14) and mental and motor age-matched high-risk preterm infants (n = 14) were studied with respect to their ability to attend to and explore their environment in interactions with their mothers. The effectiveness of particular maternal attention-directing techniques in modifying infant responses to toys was expected to vary across the 2 infant groups. In general, higher-level responses to toys were expected to be associated with mother's attempts to maintain rather than redirect the child's attention and the mother's use of structured verbal and nonverbal attention-directing techniques. Results indicated that mothers of the 2 groups of infants used different attention-directing strategies, and their use of particular strategies was differentially related to the attentional capacity of the 2 groups. Differences in the infants' responses to particular maternal strategies were related to the amount of structure provided and to the demands placed on their capacity to shift attention between objects. Fewer specific maternal techniques for directing attention elicited higher-level play behavior from the Down syndrome infants, compared to the preterm group. 相似文献
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Brett J. L. Landry Rodger Griffeth Sandra Hartman 《Decision Sciences Journal of Innovative Education》2006,4(1):87-99
Web Enhanced Instruction (WEI) is not intended to replace the traditional classroom setting, but rather to supplement the traditional lecture with course content that can be accessed from campus or the Internet. WEI has the potential to extend the boundaries of traditional classrooms by providing new opportunities for communication and interaction between students and the instructor. While the potential benefits of augmenting the traditional class with WEI have been recognized and discussed, what has remained largely unknown are student reactions to WEI as an addition to the traditional lecture. The Technology Acceptance Model (TAM) has been widely used in the Information Systems research to gather user reactions to information systems. The TAM examines users' perceptions of Usage, Usefulness, and Ease of Use. This research applied the TAM to the academic setting to measure student reactions to Blackboard, the WEI tool used in this study. Using several multivariate methods, results suggest that students (n = 692) found that the Blackboard elements which are associated with Course Content (Course Documents, Lectures, Student Tools, Announcements, and Quizzes) are used more often and are seen as more useful than those items that provide Course Support and communication (Discussion Board, External Web Sites, Faculty Information, and E‐Mail). 相似文献
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Emily J. Solari Tricia A. Zucker Susan H. Landry Jeffrey M. Williams 《Early education and development》2016,27(7):1060-1076
With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head Start classrooms. Both conditions included the use of a technology-based student progress-monitoring tool. The progress monitoring provided detailed feedback on students’ progress 15 across the academic year and helped organize instructional groupings. The comprehensive treatment condition included biweekly professional development sessions, in-class mentoring, and provision of classroom materials, whereas the treatment-control condition included only the provision of a limited set of classroom materials. Across multiple sites in Texas, 49 pretest and posttest teacher observations and bilingual child assessments were collected on a subsample of students (n = 387). Research Findings: Improvements in teaching behaviors were observed in both experimental conditions; no significant differences were observed between teachers across conditions. Three measures of child language and literacy growth differed significantly, favoring the comprehensive treatment model, but most outcomes did not differ significantly between groups. Practice or Policy: Implications of these mixed findings and future research directions are discussed. 相似文献