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The purpose of this investigation was to evaluate the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and to compare it with the teacher version. PIPPS were collected on 297 urban Head Start children. The Parent PIPPS replicated the three-factor solution found with the teacher version, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. Factor matching and canonical correlational analyses examining the relationship between the parent and teacher versions of the PIPPS revealed significant one-to-one matches between hypothesized like factors. Additionally, analyses of overlapping variance between versions indicated a significant degree of overlap. Implications of the findings for involvement of parents in the assessment process and research on the continuity and discontinuity between home and school environments for low-income, urban children were discussed. 相似文献
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Florence Martin Herman A. Hall Amanda Blakely Matthew C. Gayford Erin Gunter 《Performance Improvement》2009,48(3):26-35
This case study describes the step‐by‐step application of the traditional human performance technology (HPT) model at a premier kayak company located on the coast of North Carolina. The HPT model was applied to address lost revenues related to three specific business issues: misinformed customers, dissatisfied customers, and guides not showing up for tours or lessons at the kayak company. The case study includes problem statements, organizational analysis, environmental analysis, gap analysis, cause analysis, and proposed interventions. 相似文献
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Connections between adolescents’ social information processing (SIP), moral reasoning, and emotion attributions and their reactive and proactive aggressive tendencies were assessed. One hundred mostly African American and Latino 13‐ to 18‐year‐olds from a low‐socioeconomic‐status (SES) urban community and their high school teachers participated. Reactive aggression was uniquely related to expected ease in enacting aggression, lower verbal abilities, and hostile attributional biases, and most of these connections were mediated by adolescents’ attention problems. In contrast, proactive aggression was uniquely related to higher verbal abilities and expectations of more positive emotional and material outcomes resulting from aggression. Discussion focused on the utility of assessing both moral and SIP‐related cognitions, and on the potential influence of low‐SES, high‐risk environments on these findings. 相似文献
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Associations Among Infant Iron Deficiency,Childhood Emotion and Attention Regulation,and Adolescent Problem Behaviors
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Patricia East Erin Delker Betsy Lozoff Jorge Delva Marcela Castillo Sheila Gahagan 《Child development》2018,89(2):593-608
This study examined whether iron deficiency (ID) in infancy contributes to problem behaviors in adolescence through its influence on poor regulatory abilities in childhood. Chilean infants (N = 1,116) were studied when there was no national program for iron fortification (1991–1996), resulting in high rates of ID (28%) and iron‐deficiency anemia (IDA, 17%). Infants (54% male) were studied at childhood (Mage = 10 years) and adolescence (Mage = 14 years). IDA in infancy was related to excessive alcohol use and risky sexual behavior in adolescence through its effect on poor emotion regulation in childhood. Attentional control deficits at age 10 were also related to both infant IDA and heightened risk taking in adolescence. Findings elucidate how poor childhood regulatory abilities associated with infant IDA compromise adjustment in adolescence. 相似文献
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The claim is made here that we need to prepare teachers who can locate their voices in teaching situations, recognize their relationship with other voices in those situations, and reflect on their pedagogical intentions. In a teacher education course, stories written about practicum experiences offered students an opportunity to reflect on the location of their voice in classroom situations and to discuss with peers different classroom situations and possibilities for teaching and learning. This study examines more closely the reflections of two of the students with seemingly distinct orientations to learning to teach. Their practicum stories and reflective essays were analyzed for positioning of voice as described by Belenky et al. (1986). The two students located their voices in distinct ways, and also expressed growing awareness of classroom dynamics and the value of peer dialogue in broadening and deepening their understandings of teaching and learning. 相似文献