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181.
Lauren M. Carter Amanda P. Williford Jennifer LoCasale-Crouch 《Early education and development》2014,25(7):949-972
Research Findings: This study examined the quality of teacher attributions for child disruptive behavior using a new measure, the Preschool Teaching Attributions measure. A sample of 153 early childhood teachers and 432 children participated. All teachers completed the behavior attributions measure, as well as measures regarding demographics, beliefs, self-efficacy, child behavior, and the quality of the teacher–child relationship with selected children. Confirmatory factor analysis demonstrated that the hypothesized 2-factor model fit significantly better than a 1-factor model, with the 2 factors being Causal and Responsibility. The resulting Causal and Responsibility subscale scores had solid internal consistency as measured by Cronbach's alpha coefficients. Significant bivariate and partial correlations with teacher practices and beliefs provided preliminary support for the measure's construct validity. Practice or Policy: Findings from this study suggest the importance of including a measure of teacher attributions in studies that explore teachers' beliefs, practices, and relationships with children. 相似文献
182.
A.R. Frewen E. Chew M. Carter J. Chunn D. Jotanovic 《Early Years: An International Journal of Research and Development》2015,35(1):36-49
Parental involvement (PI) and child-rearing beliefs were examined amongst parents whose children attended state-run kindergartens across Singapore. A total of 244 parents completed an online survey consisting of a Child-Rearing Beliefs Scale, a PI Scale, and demographic details. Results indicated respondents were generally low-income earners with high rates of bilingualism. Two-thirds of parents had enrolled their kindergarten children in extra classes, with half of parents indicating that academic achievement was their highest priority. Ethnic differences were noted, with Chinese parents showing less involvement at home and school and less emphasis on the development of creative and practical skills and conforming behaviors than parents from other Asian backgrounds. This effect was independent from the effects of gender, parental education, and income. These results confirm the importance parents place on academic achievement in Singapore, but also, along with, extend prior research to suggest that inter Asian differences exist. 相似文献
183.
Gerald O’Brien Kimberly A. E. Carter Jayme R. Swanke 《Journal of Teaching in Social Work》2013,33(5):551-568
Over the past several decades, the use of simulated or standardized clients has been an important area of pedagogy for social work education in training students to work with individuals, families, and groups in practice settings, often in preparation for a practicum placement. Little in the extant literature, however, has focused on the possible utilization of this pedagogical tool in preparing students for engagement at the macro level, such as community development, organizing, policy practice, or other types of involvement with large systems. This article considers the possible strengths and benefits of simulated clients within macro-level courses—especially relative to experiential activities that don’t involve simulated clients—as well as important logistical considerations related to such use. 相似文献
184.
Ruth Carter 《International Journal of Science Education》2013,35(3):375-384
This paper describes American schemes for the recruitment and support of women in undergraduate engineering programmes, graduate re‐entry schemes and vocational training. It discusses the need and provision for sex equity training in mathematics and computing. Some common themes which link the various schemes are explored, and comparisons are made between the United States and Britain. 相似文献
185.
What Difference Does a Major Make? The Influence of College Major Field on Persistence by African American and White Students 总被引：4，自引：3，他引：1
St. John Edward P. Hu Shouping Simmons Ada Carter Deborah Faye Weber Jeff 《Research in higher education》2004,45(3):209-232
The results from this study indicate similarities and differences in the factors related to the persistence of White and African American students in their freshman and sophomore years in college. Using random samples of data from students enrolled in public institutions of higher education in a Midwestern state, OLS regression analyses indicated that African American sophomores in the high-demand major fields (e.g., Business, Health, and Engineering/Computer Science) were more likely to persist than were those in other major fields, but there were no statistically significant differences in persistence for African American freshmen in other fields. While major fields were not statistically significant for White sophomores, White freshmen in social sciences or undecided about their majors were less likely to persist. The effects of financial aid packages on persistence varied across race. 相似文献
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Mark Carter 《International Journal of Disability, Development & Education》2002,49(3):225-242
Spontaneity of communication has frequently been identified as a problem for individuals with high support needs. This paper considers several possible explanations that might account for this observation. These include (a) the possibility that limited spontaneity is an inherent characteristic of individuals with high support needs, (b) that it is a product of aspects of highly structured teaching programs, (c) that it is a form of learned helplessness, and finally, (d) that deficits are a product of a failure to systematically and actively program for spontaneity. Each of these possible explanations is critically evaluated with consideration of relevant research evidence. At this point, discussion of causative factors remains speculative and further research may be regarded as of significant importance. A greater understanding of processes involved in low communicative spontaneity may eventually assist in the development of more effective approaches to intervention. 相似文献
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