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71.
Adrienne O. Wente Katherine Kimura Caren M. Walker Nirajana Banerjee María Fernández Flecha Bridget MacDonald Christopher Lucas Alison Gopnik 《Child development》2019,90(3):859-875
Extensive research has explored the ability of young children to learn about the causal structure of the world from patterns of evidence. These studies, however, have been conducted with middle-class samples from North America and Europe. In the present study, low-income Peruvian 4- and 5-year-olds and adults, low-income U.S. 4- and 5-year-olds in Head Start programs, and middle-class children from the United States participated in a causal learning task (N = 435). Consistent with previous studies, children learned both specific causal relations and more abstract causal principles across culture and socioeconomic status (SES). The Peruvian children and adults generally performed like middle-class U.S. children and adults, but the low-SES U.S. children showed some differences. 相似文献
72.
Integrated reference systems, such as SpringShare's LibAnswers, operate on a single, easy-to-use platform for providing virtual reference services and recording transactions. This article discusses the evidence-based decision-making carried out by librarians at Auburn University's main library and a branch library when deciding which aspects of the LibAnswers platform to incorporate at the two separate locations. Evaluating, selecting, and implementing appropriate components of LibAnswers resulted in complementary but separate systems that met the needs of both patrons and staff. This article adds to the body of literature on integrated reference systems by expanding the focus to include a branch library and its unique considerations and reasons for implementing LibAnswers. 相似文献
73.
Peters-Burton Erin E. Parrish Jennifer C. Mulvey Bridget K. 《Science & Education》2019,28(9-10):1027-1053
Science & Education - An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have... 相似文献
74.
75.
Zhou Q Eisenberg N Losoya SH Fabes RA Reiser M Guthrie IK Murphy BC Cumberland AJ Shepard SA 《Child development》2002,73(3):893-915
This study examined the concurrent and cross-time relations of parental observed warmth and positive expressivity to children's situational facial and self-reported empathic responding, social competence, and externalizing problems in a sample of 180 elementary school children. Data was collected when the children were in second to fifth grades (age: M = 112.8 months), and again 2 years later. Cross-sectional and longitudinal structural equation models supported the hypothesis that parents' (mostly mothers') positive expressivity mediated the relation between parental warmth and children's empathy, and children's empathy mediated the relation between parental positive expressivity and children's social functioning. These relations persisted after controlling for prior levels of parenting and child characteristics. Moreover, concurrent and cross-time consistencies were found on measures of parenting, children's situational empathic responding, and social functioning. 相似文献
76.
This study qualitatively explored the process of student environmental identity development (sEID) within the highly social and structured context of elementary school science. Social practice theory was used as the lens to distinguish the dimensions of sEID that were visible during a curriculum-based, in-school program focused on the issue of pollution. Student narratives, collected from small group interviews and reflective journals, were prioritized to capture the process of students in context identifying as “being for the environment.” Data collected from 35 grade six students were qualitatively coded, a network diagram was used to visualize the relationships in the data, and a research vignette was constructed. Eight dimensions were recognized as contributing to sEID; the opportunity to be an environmental actor with peers, increased awareness of environmental threat, emotional responses, self-recognition for environmental action, perceived agency, changed behavior across social contexts, social recognition for identity actions, and personal meaning. While many of these dimensions have been directly or indirectly discussed in the research on adult environmentalists, shifting the emphasis from group membership to the individual student in context led to the addition of two dimensions—personal meaning and emotional responses. Recognizing the eight dimensions of sEID is an important contribution to the literature as students engaging in environmental action as a requirement of school is distinct from the existing research. Identifying the dimensions of sEID can support the intentional design of learning sequences that foster environmental identities in school and beyond. 相似文献
77.
Smith CL Spinrad TL Eisenberg N Gaertner BM Popp TK Maxon E 《Parenting, science and practice》2007,7(3):305-329
OBJECTIVE: Longitudinal associations among maternal personality, emotional expressions, and parenting were examined. DESIGN: Maternal parenting (sensitivity and intrusiveness) and positive emotional expressions were observed during a free-play session with toddlers at 18 (T1, n = 246) and 30 (T3, n = 216) months. Mothers completed a personality measure at T1 and a questionnaire measuring their emotional expressiveness (positive and negative) when toddlers were 24 months old (T2, n = 213). RESULTS: Dimensions of maternal personality and maternal emotional expressiveness were related to individual differences in maternal parenting behaviors, in particular to maternal sensitivity. Conscientiousness and Agreeableness at T1 were positively associated with observed positive emotional expressions at T1. Agreeableness, Openness to Experience, and Extraversion at T1 also were positively related to positive emotional expressions reported by mothers at T2. Maternal positive emotional expressions (T1 and T2), in turn, were associated with more sensitive behavior observed with toddlers at T3. CONCLUSION: In addition to direct effects of maternal personality on maternal parenting, mothers' emotional expressiveness was found to be a possible pathway for explaining relations of maternal personality and parenting. 相似文献
78.
Robert Pianta Bridget Hamre Jason Downer Margaret Burchinal Amanda Williford Jennifer LoCasale-Crouch 《Early education and development》2017,28(8):956-975
Research Findings: Effects on children’s school readiness were evaluated for 2 interventions focused on improving teacher–student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children’s language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children’s multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children’s language behavior and self-regulation for intervention(s) that improve the quality of teacher–child interaction. 相似文献
79.
80.
Bridget A. Walsh Katherine Kensinger Rose Claudia Sanchez Melissa M. Burnham 《Early Childhood Education Journal》2012,39(6):383-390
Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children,
while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the
extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head
Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting
labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish
was the only adult language spoken in most children’s homes. The present study’s findings revealed that Spanish vocabulary
noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children
in Head Start and future avenues for research are discussed. 相似文献