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101.
102.
Work-based antipoverty programs for parents can enhance the school performance and social behavior of children 总被引:5,自引:0,他引:5
Huston AC Duncan GJ Granger R Bos J McLoyd V Mistry R Crosby D Gibson C Magnuson K Romich J Ventura A 《Child development》2001,72(1):318-318
We assess the impact of the New Hope Project, an antipoverty program tested in a random assignment experimental design, on family functioning and developmental outcomes for preschool- and school-aged children (N = 913). New Hope offered wage supplements sufficient to raise family income above the poverty threshold and subsidies for child care and health insurance to adults who worked full-time. New Hope had strong positive effects on boys' academic achievement, classroom behavior skills, positive social behavior, and problem behaviors, as reported by teachers, and on boys' own expectations for advanced education and occupational aspirations. There were not corresponding program effects for girls. The child outcomes may have resulted from a combination of the following: Children in New Hope families spent more time in formal child care programs and other structured activities away from home than did children in control families. New Hope parents were employed more, had more material resources, reported more social support, and expressed less stress and more optimism about achieving their goals than did parents in the control sample. The results suggest that an anti-poverty program that provides support for combining work and family responsibilities can have beneficial effects on the development of school-age children. 相似文献
103.
W.Duncan Reekie 《Research Policy》1982,11(4):261-266
A benefit-cost analysis of an innovative pharmaceutical in a relatively small market in the United Kingdom was carried out. The market was that for anti-tuberculosis drugs. The impact of the innovation, as it proceeded through its commercial life cycle, on competing products and on alternative hospitalisation therapy was evaluated. Despite the high cash price of the product relative to those it replaced this price was dwarfed by the benefits provided. 相似文献
104.
Essiet Inimfon Aniema Salmon Jo Lander Natalie J. Duncan Michael J. Eyre Emma L. J. Barnett Lisa M. 《Prospects》2021,50(1-2):69-86
PROSPECTS - Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical... 相似文献
105.
Dr. Janet Benton Richard C. Zath Frances Hensley Ed.D. Duncan Waite 《The Urban Review》1996,28(3):257-278
Although many educators recognize the importance of voice, fostering voice in those who have traditionally been voiceless
has been difficult. This article, like the program that it describes, tackles that challenge by having participants speak
for themselves. Specifically, the participants speak about their involvement in the first year of an alternative teacher education
project. In describing their involvement, the participants focus on their roles and relationships as well as the type of partnership
and collaboration that emerged from this project. 相似文献
106.
Economic Deprivation and Early Childhood Development 总被引:53,自引:0,他引:53
We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems. 相似文献
107.
The conditions under which explicit instruction in checking, combined with worked examples, may be beneficial in learning how to translate sentences into algebraic equations was examined from the perspective of cognitive load theory. In two experiments it was shown that Grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, students with a low level of mathematical knowledge performed significantly better after receiving checking instructions than those who did not receive checking instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect. 相似文献
108.
Ravit Golan Duncan Jinnie Choi Moraima Castro-Faix Veronica L. Cavera 《Science & Education》2017,26(10):1115-1141
Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students’ actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students’ learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas. 相似文献
109.
Jennifer M. Case Duncan M. Fraser Anil Kumar Ambrose Itika 《European Journal of Engineering Education》2016,41(3):279-292
Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical study is a comparative analysis of the context for curriculum reform in three different chemical engineering departments on the African continent, located in Kenya, Tanzania and South Africa. All three departments are currently engaged in processes of curriculum reform, but the analysis shows how the different contexts in which these efforts are taking place exert strong shaping effects on the processes and outcomes for that reform. 相似文献
110.