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341.
Arthur J. Reynolds Suh‐Ruu Ou Christina F. Mondi Momoko Hayakawa 《Child development》2017,88(2):378-387
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well‐being. Evidence in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K‐12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well‐being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers. 相似文献
342.
Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
343.
Gumbheer Chandra Prakash Khedo Kavi Kumar Bungaleea Anjali 《Education and Information Technologies》2022,27(6):7491-7517
Education and Information Technologies - Due to the outbreak of COVID 19, digital learning has become the most efficient learning and teaching technique adopted across the world. The pervasiveness... 相似文献
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