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Lim Chaehyun Kwon Kyong-Ah Bingham Gary Eldon 《Early Childhood Education Journal》2022,50(7):1157-1167
Early Childhood Education Journal - Preschool children’s relationships with their teachers play an important role in their learning and development. Despite this importance, extant research... 相似文献
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Early Childhood Education Journal - The present study examined the concurrent relations between culture-specific dimensions of family engagement for low-income, Pan-Latine families and... 相似文献
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Douglas Sarah N. Meadan Hedda Schultheiss Hannah 《Early Childhood Education Journal》2022,50(3):371-383
Early Childhood Education Journal - The transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) is a stressful time for caregivers of children with disabilities.... 相似文献
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Malek-Lasater Adrien D. Kwon Kyong-Ah Horm Diane M. Sisson Susan B. Dev Dipti A. Castle Sherri L. 《Early Childhood Education Journal》2022,50(2):207-219
Early Childhood Education Journal - The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE)... 相似文献
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Dimensions and Orientations of Pre-Service Early Childhood Teachers’ Conceptions of Teaching Science
Muimongkol Supreeya Chamnanuea Subramaniam Karthigeyan Wickstrom Carol D. 《Early Childhood Education Journal》2022,50(1):145-156
Early Childhood Education Journal - The purpose of the study was to investigate prospective early childhood teachers’ conceptions of teaching science, and thus identify their strategies for... 相似文献
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Steed Elizabeth A. Shapland Dorothy Leech Nancy 《Early Childhood Education Journal》2022,50(7):1121-1132
Early Childhood Education Journal - The promotion of Social emotional learning (SEL) in elementary schools has increased; however, little is known about early childhood teachers’ perceptions... 相似文献
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The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years 下载免费PDF全文
K. Lee Raby Glenn I. Roisman R. Chris Fraley Jeffry A. Simpson 《Child development》2015,86(3):695-708
This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes. 相似文献
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Deborah Rivas‐Drake Adriana J. Umaña‐Taylor David R. Schaefer Michael Medina 《Child development》2017,88(3):710-724
The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; Mage = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution. 相似文献
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Children's Literature in Education - This article was initially published with the incorrect title: “A Three Dimensional Jigsaw Made of Pliable Bits: Aidan Chambers’ Postcards from... 相似文献
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Cross‐Cultural Management Learning Through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams 下载免费PDF全文
Anne Bartel‐Radic J. Chris Moos Suzanna K. Long 《Decision Sciences Journal of Innovative Education》2015,13(4):539-562
This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students learned from the teaming experience, especially those with more prior international experience. The study contributes to the body of knowledge on innovative and collaborative pedagogy on global student teams, provides an analysis of the impact of the teaming experience on student learning, and provides insights on international and collaborative course design. 相似文献
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Allee-Herndon Karyn A. Roberts Sherron Killingsworth Hu BiYing Clark M. H. Stewart Martha Lue 《Early Childhood Education Journal》2022,50(1):119-132
Early Childhood Education Journal - The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement.... 相似文献
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Kamilah Legette 《Child development》2018,89(4):1311-1327
School tracking creates vast differential learning and schooling opportunities that lead to different academic trajectories. Black adolescents are disproportionally placed in nonhonors tracks possibly compromising their racial and academic identity. Interviews with 20 socioeconomically diverse 12 to 13 year old Black seventh graders revealed that narratives about racial and academic identity vary by track placement. Although most adolescents held negative perceptions about students enrolled in nonhonors courses, students in nonhonors seemed to view the negative perceptions of their classmates as reflections of themselves as Black people and as students. In contrast, adolescents in honors courses viewed these negative perceptions as limited to students in nonhonors. They reported having a greater connection to academics and viewed themselves as positive representatives of Blackness. 相似文献
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Scaling and Sustaining Effective Early Childhood Programs Through School–Family–University Collaboration 下载免费PDF全文
Arthur J. Reynolds Momoko Hayakawa Suh‐Ruu Ou Christina F. Mondi Michelle M. Englund Allyson J. Candee Nicole E. Smerillo 《Child development》2017,88(5):1453-1465
We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child–Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages 3 to 9. By increasing the dosage, coordination, and comprehensiveness of services, the program is expected to enhance the transition to school and promote more enduring effects on well‐being in multiple domains. We review and evaluate evidence from two longitudinal studies (Midwest CPC, 2012 to present; Chicago Longitudinal Study, 1983 to present) and four implementation examples of how the guiding principles of shared ownership, committed resources, and progress monitoring for improvement can promote effectiveness. The implementation system of partners and further expansion using “Pay for Success” financing shows the feasibility of scaling the program while continuing to improve effectiveness. 相似文献
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Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self‐regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self‐efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self‐efficacy. Self‐regulated learning played its strongest mediating role between belonging and mastery and for low‐efficacy students specifically. 相似文献
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Allee-Herndon Karyn A. Roberts Sherron Killingsworth Hu BiYing Clark M. H. Stewart Martha Lue 《Early Childhood Education Journal》2022,50(1):133-133
Early Childhood Education Journal - The original version of this article unfortunately contained an error in Abstract section, in-text reference citation and reference section. 相似文献
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Schachter Rachel E. Jiang Qingyu Piasta Shayne B. Flynn Erin E. 《Early Childhood Education Journal》2022,50(7):1183-1196
Early Childhood Education Journal - In the US, recent efforts have focused on professionalizing the field of early childhood. One way to indicate professionalism is through the terms used to... 相似文献