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Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers 总被引:1,自引:0,他引:1
Lisa J. Berlin Jean M. Ispa Mark A. Fine Patrick S. Malone Jeanne Brooks-Gunn Christy Brady-Smith Catherine Ayoub Yu Bai 《Child development》2009,80(5):1403-1420
This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes. 相似文献
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Jeanne Hites Anderson 《Performance Improvement》2009,48(4):46-48
Raymond G. Taylor is an instructional designer and consultant based in Montreal, Canada. He is developing a self‐directed learning technology based on the ideas in his book and is interested in hearing from practitioners interested in participating in preliminary testing. He may be reached at ray.taylor@acorda.ca. Learning After the End of Knowledge: Instructional Technology in the Age of Interpretive Meaning (ISBN: 978–3639024876) is published by VDM Verlag. It is available from Amazon.com, Barnes & Noble, and other online booksellers. 相似文献
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Carl K. Winter Angela M. Fraser Jeanne B. Gleason Susan K. Hovey Sandra M. McCurdy O. Sue Snider 《Journal of Food Science Education》2009,8(3):62-67
ABSTRACT: Musical parodies of contemporary songs with their lyrics altered to address current food safety issues were incorporated into a variety of food safety educational programs and the effectiveness of the music was evaluated by semiquantitative and qualitative measures. Audiences receiving the music-enriched curricula included school foodservice supervisors, school foodservice managers, culinary arts instructors, culinary arts students, Family and Consumer Sciences teachers, and youth aged 8 to 12 y and studies were conducted in South Carolina, North Carolina, and Delaware. Among school foodservice supervisors, school foodservice managers, and culinary arts students, most participants were able to recall the main points of each song that was introduced in the curriculum. The culinary arts students were less likely to recall the main points of each song than were the other 2 groups, possibly because of the lack of prior knowledge of food safety practices as well as a lack of preference for the style of songs used. Family and Consumer Sciences teachers were enthusiastic about the use of the music but also identified potential barriers to the successful use of the music, due to the potential lack of appropriate audiovisual equipment, a lack of skills in using such equipment, and time constraints for the use of music in curricula due to the strong emphasis on end of year testing. Participants in the summer youth groups demonstrated significant increases between pre- and posttest examinations of safe food handling behaviors and most were able to quote lines or phrases from the songs. 相似文献
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Jeanne Bamberger 《Infancia y Aprendizaje》2018,41(1):13-55
I begin by stating a small set of troublesome but pervasive educational issues. While these have remained in the background during our work, they have served as the impetus for developing and reflecting on possible roles for computer technology in classrooms. In the remaining sections of the paper I propose that the computer can serve as an effective mediator between action and symbol. After setting the scene in the Laboratory for Making Things, I give an extended example of how computer-as-mediator contributes to learning when played out in this rather unusual classroom. 相似文献
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The Contribution of Neighborhood and Family Income to Developmental Test Scores over the First Three Years of Life 总被引:6,自引:0,他引:6
Pamela Kato Klebanov Jeanne Brooks-Gunn Cecelia McCarton Marie C. McCormick 《Child development》1998,69(5):1420-1436
The effects of neighborhood and family income and family risk factors on developmental test scores at ages 1 through 3 are examined using a subsample (N = 347) from the Infant Health and Development Program. Beneficial effects of low numbers of risks were found for scores at ages 1 through 3. Family poverty was associated with lower scores at ages 2 and 3. Neighborhood affluence was associated with higher scores at age 3. The family risks-test score association at ages 1 through 3 and family income-test score association at ages 2 and 3 were mediated by home environment. Mediated effects were stronger for family income-test score associations at age 3 than for neighborhood income. Moderating effects of family risk on family and neighborhood income effects revealed an interaction between family poverty and risks for scores at age 3. Explanations for the early links between family risks and test scores and the later links between income and test scores are discussed. 相似文献
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Although many immigrant children to the United States arrive with their parents, a notable proportion are first separated and later reunited with their parents. How do the experiences of separation and reunification shape the well-being of immigrant children? Data were from a national survey of legal adult immigrants and their families, the New Immigrant Survey from 2003 to 2004 (for academic achievement, age 6–12, N = 876; for psychosocial well-being, age 6–17, N = 1,084). Results indicated that immigrant children who were once separated from their parents exhibited poorer literacy and higher risk of emotional and behavioral problems than those who migrated with parents. A protracted period of separation and previous undocumented status of parents amplified the disadvantages experienced by these children. 相似文献