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Research suggests that sadness expressions may be more beneficial to children than other emotions when eliciting support from caregivers. It is unclear, however, when children develop the ability to regulate their displays of distress. The current study addressed this question. Distress facial expressions (e.g., fear, anger, and sadness) were examined in 24-month-old toddlers throughout 4 episodes as well as specifically during looks to their mothers. Consistent with hypotheses and the literature, toddlers expressed sadness more frequently and with more intensity than target emotions only during looks to their mothers. These findings indicate that toddlers as young as 24 months of age are using particular emotional displays to elicit support from the social environment. 相似文献
363.
There is a growing expectation that schools should systematically collect and analyse data as a point of departure for decisions. However, research shows that teachers themselves are less convinced that they need to base their decisions on data, as they mainly rely on their intuition and experience. This article examines the extent to which teachers use data as a source of information for decisions at classroom level and what motivates them to use these data. We will also look at what impact the teacher’s decision-making style, supportive relationships and the reflective capacity of the school team have on teachers’ motivation for using data. Our research data was collected by means of an online survey of 408 teachers in 52 primary schools in Flanders. The results demonstrate that the quality of teachers’ motivation for using data is a key element in promoting data use in schools. Teachers who feel autonomously motivated will make greater use of data than teachers with a controlled motivation. We found that the use of a rational decision-making style by teachers, supportive relationships within the school and the reflective capacity of the school team all lead to an increase in teachers’ autonomous motivation for using data. 相似文献
364.
Kristin Lyn Whyte Anne Karabon 《Early Years: An International Journal of Research and Development》2016,36(2):207-221
Education has embraced the idea of an ‘asset approach’ to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers’ experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality. However, the hegemonic structure of schooling, previous experiences, and traditional teachers’ roles shaped their experience with the Funds of Knowledge framework. We end by discussing the implications for teachers and teacher educators who are interested in using home visits to develop an asset approach to their work with families. 相似文献
365.
Kristin Berg Nordahl Imac M. Zambrana Marion S. Forgatch 《Parenting, science and practice》2016,16(1):1-21
Objective. Guided by a social interaction learning model, this study investigated potential risk and protective factors related to fathers’ early parenting behaviors. Design. Parenting behaviors in 726 Norwegian fathers with their 1-year olds (51.7% boys) were assessed by both micro social coding and global ratings from direct observation of structured interactions. Father and child factors were reported by fathers when the child was 6 months and 1 year old. Results. Fathers’ positive involvement was associated with children’s observed sustained attention, and lack of positive involvement was associated with children’s communicative risk and fathers’ lower education. Fathers’ negative reinforcement was associated with children’s developmental difficulties and communicative risk. Positive involvement and negative reinforcement were not correlated and were predicted by different factors, indicating they are separate dimensions of parenting. Conclusion. Multiple predictors relate to different parenting dimensions and point to factors that may enhance father–infant interaction and identify fathers and children who may benefit from early intervention. 相似文献
366.
Kristin Powers Jennifer Hogansen Sarah Geenen Laurie E. Powers Eleanor Gil‐Kashiwabara 《Psychology in the schools》2008,45(4):349-364
This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
367.
Globally, many people spend most of their time interacting with the products of engineering design as they wear clothes, drink clean water, use transportation systems, and more. Given the omnipresence of engineering design, whose material results are felt daily in people’s lives, it seems especially important that students learn to recognize and question how certain designs promote the welfare and interests of some while remaining inaccessible to others. In this article, we outline a vision for critical literacy instruction in engineering that simultaneously incorporates and challenges professional standards. We—an associate professor of literacy, an engineer, and a teacher at an engineering-focused high school—illustrate how critical literacy instruction might be enacted in the context of engineering design instruction in high schools. We describe how critical literacy can complement disciplinary literacy instruction in engineering as students use critically-focused, disciplinary lenses to move toward social justice. 相似文献
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369.
An undergraduate teaching assistant (UTA) training course was developed using existing best practices and Bloom’s taxonomy of educational objectives as a framework. Course goals included developing assistants’ content knowledge, procedural knowledge, and metacognition regarding teaching. Across three semesters, UTAs’ (N?=?68) pre- and post-test responses showed significant increases in their teaching-related knowledge, confidence in their skills, consideration of a teaching-related career, and perceived benefits of being a UTA. The course provides an efficient method by which assistants learn to support students and faculty in a range of undergraduate courses, serving as a potential model for other teaching assistantship programs. 相似文献
370.