Advancing the long‐term prospective study of explanations for the effects of marital conflict on children’s functioning, relations were examined between interparental conflict in kindergarten, children’s emotional insecurity in the early school years, and subsequent adolescent internalizing and externalizing problems. Based on a community sample of 235 mothers, fathers, and children (Ms = 6.00, 8.02, 12.62 years), and multimethod and multireporter assessments, structural equation model tests provided support for emotional insecurity in early childhood as an intervening process related to adolescent internalizing and externalizing problems, even with stringent autoregressive controls over prior levels of functioning for both mediating and outcome variables. Discussion considers implications for understanding pathways between interparental conflict, emotional insecurity, and adjustment in childhood and adolescence. 相似文献
Abundant U.S. research documents an “immigrant advantage” in children’s physical health. This article extends consideration to the United Kingdom, permitting examination of a broader group of immigrants from disparate regions of the world and different socioeconomic backgrounds. Drawing on birth cohort data (ages 0–5) from both countries (n = 4,139 and n = 13,381), the analysis considers whether the children of immigrants have a physical and mental health advantage around the beginning of elementary school, and whether advantage is more pronounced among low‐educated populations. Findings indicate that the children of immigrants are not uniformly healthier than those in native‐born families. Rather, there is heterogeneity in the immigrant advantage across outcomes, and evidence of both greater advantage and disadvantage among children in low‐educated immigrant families. 相似文献
This study examined the Maryland State Department of Education Breakthrough Center (BTC) engagement in a Baltimore City turnaround high school. Utilizing a case-study design and mixed-methods research, data were collected through interviews, informal observations, and review of administrative and achievement documents. Beginning in the 2011–2012 academic year, the BTC has been working in collaboration with school personnel to improve the educational experiences and academic achievement of students. School personnel recognized that the BTC has been responsive to teachers' requests and has exhibited a flexible approach building collaborative and nonevaluative relations. Administrative and achievement data also indicated improvement in school outcome measures during the past 3 years. Nevertheless, school faculty also identified important challenges of the BTC intervention, such as the relevance of this intervention for veteran teachers, the extent to which the needs of all student populations were met, and the sustainability of the intervention. 相似文献
This analysis refocuses attention to the relationship between neoliberal government practice and co-conditioning rhetorical consequence through examination of Electronic Benefits Transfer (EBT). Operating by a plastic card similar to consumer debit cards, EBT opens new possibilities of consumption for those receiving Food Stamps. Rather than simply signaling a disciplining governmentality, electronic food assistance functions as a technology of neoliberalization, proffering the potentiality of social equity while (re)instantiating class boundaries. I appropriate the finance term securitization to specify the disposal of liberalist logics that transform the poor from economic risk to state asset while also leaving the conditions of poverty and food insecurity unchallenged. 相似文献
Despite the centrality of math teacher educators (MTEs) in teacher education, we know little about the nature of professional learning opportunities for MTEs to develop and enhance the knowledge needed to teach prospective teachers. Existing models for supporting MTEs in developing their knowledge and practice do not address how to prepare novice MTEs in initially learning to teach prospective teachers. We present a professional learning model we have been pursuing for supporting novice MTEs and the generation of and role for community artifacts, namely lesson plans, in that model. We outline the process by which we implement, analyze, and collectively revise lesson plans so that they are continually improved over time to serve as artifacts that better instantiate what members of the local community are learning about how to support novice MTEs through identification of their problems of practice. Finally, we problematize the model we are investigating and propose implications of this model and questions raised by our work with the goal of inviting further discussion about supporting novice MTEs.
Early childhood educators are in a unique position to provide peace education to young children and have been called to do
so by their professional organizations. This article is intended to support early childhood educators in these endeavors by
providing an overview of young children’s conceptions of peace, war, and peacemaking strategies. In addition, a theoretical
framework for assessing young children’s conceptions of peacemaking is presented and recommendations for encouraging young
children in their peacemaking efforts are suggested. 相似文献
What are key features of schooling and testing in some major industrialized countries? What lessons can we learn u from other countries? How important is the issue of confidence in the teachers who will be called on to judge student performance? 相似文献
Despite high rates of mental disorders in university students, very few seek professional help. University teaching staff are well placed to connect students with mental health care. However, little is known about university staff attitudes to and knowledge about mental health problems, or whether these factors influence their experience with and assistance of students with these problems. A total of 224 teaching staff members at the Australian National University, Canberra completed an anonymous online survey via an email link (16.4% response rate from N ~ 1370). Measures included demographic and professional information, experiences with student mental health, knowledge of depression (literacy) and attitudes to depression (stigma). Strength of stigmatising attitude did not predict whether a teaching staff member would approach a student to assist with mental health problems. Teaching staff with higher levels of depression literacy (OR = 1.14, p = 0.007) were more likely to feel sufficiently informed to help students with mental health problems. Ensuring staff complete mental health literacy training and have adequate skills to respond appropriately to students with mental health problems may help in connecting young people to appropriate care in a university context. 相似文献