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51.
This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively. 相似文献
52.
Miller CJ Miller SR Bloom JS Jones L Lindstrom W Craggs J Garcia-Barrera M Semrud-Clikeman M Gilger JW Hynd GW 《Annals of dyslexia》2006,56(1):83-102
The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits. 相似文献
53.
Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided. 相似文献
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55.
Lauren Grasmick Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80
This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones. 相似文献
56.
Marie Simon Lauren A. Fromont Marie-Thérèse Le Normand 《Scientific Studies of Reading》2013,17(6):494-508
ABSTRACTThis study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability was designed to analyze spelling productions. A generalized linear mixed model on the percentage of correct spelling revealed an effect of participant’s reading abilities, but no effect of hearing status. Word frequency and word length, but not phoneme-to-grapheme predictability, contributed to explaining the spelling variance. Deaf children with a CI made significantly less phonologically plausible errors and more phonologically unacceptable errors when compared to their hearing peers. Age at implantation and speech perception scores were related to deaf children’s errors. A good word spelling level can be achieved by deaf children with a CI, who nonetheless use less efficiently the phoneme-to-grapheme strategy than do hearing children. 相似文献
57.
Deborah J. Taub Heather L. Servaty‐Seib Nathan Miles Ji‐Yeon Lee Carrie A. Wachter Morris Susan L. Prieto‐Welch Donald Werden 《Journal of College Counseling》2013,16(1):64-78
Resident assistants (RAs) can serve as important suicide prevention gatekeepers. The purpose of the study was to determine if training improved RAs’ crisis communications skills and suicide‐related knowledge and to determine if the knowledge elements predicted crisis communications skills. New RAs showed significant improvement in all areas from pretest to posttest, whereas returning RAs showed no significant increase in any of the areas. None of the knowledge areas predicted communications skills for either group. 相似文献
58.
Brad A. Dufrene Kizzy Parker Kathryn Menousek Qi Zhou Lauren Lestremau Harpole D. Joe Olmi 《Journal of educational and psychological consultation》2013,23(3):159-186
Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior. 相似文献
59.
60.
Lauren Kogen 《Journalism Practice》2019,13(1):1-15
This study investigates how journalists covering international humanitarian crises make decisions regarding what types of information to include in stories. Specifically, the inclusion/exclusion of solutions-oriented information is addressed, since crises represent a key time during which the potential for international engagement is discussed in the mainstream media. Interviews with journalists covering hunger crises in Africa reveal an internal tension between maintaining a neutral, unbiased position and writing in a way that supports engagement and action. Ironically, perhaps, journalists find that including solutions-oriented information amounts to unethical and biased coverage, despite the fact that inclusion of solutions to social problems is an accepted and institutionalized aspect of the US news media’s mandate to the public. Reasons for this seeming contradiction are discussed, and I argue that solutions-oriented information not only can be included without demonstrating bias, but that it ought to be included to support ethical coverage that properly informs citizens about potential paths for political engagement. 相似文献