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131.
Zachary Hawes Michelle Cain Shelly Jones Nicole Thomson Cristol Bailey Jisoo Seo Beverly Caswell Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80
The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice. 相似文献
132.
Michelle M. Cumming Stephen W. Smith Kristen O'Brien 《Psychology in the schools》2019,56(9):1359-1380
Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas. 相似文献
133.
Ray Anne E. Greene Kathryn Pristavec Teja Hecht Michael L. Miller-Day Michelle Banerjee Smita C. 《Educational technology research and development : ETR & D》2020,68(6):3143-3163
Educational technology research and development - Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the... 相似文献
134.
Amanda P. Williford Lauren M. Carter Michelle F. Maier Bridget K. Hamre Anne Cash Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118
This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs. 相似文献
135.
In the field of developmental social psychology there is a consensus concerning the social nature of intelligence. In spite of the important empirical investigations in this field over the last fifteen years, the influence of the quality of a relationship on joint problem-solving and learning is still poorly understood. This explorary study investigated the influence of socio-affective context on the interactive modalities surrounding social problem-solving discussions conducted with 32 dyads of 8-year-old Swiss francophone children. Sociometric interviews with children and teachers were carried out to identify the following naturally-ocurring socio-affective contexts: reciprocal friendship (RF), asymmetrical friendship (AF) and reciprocal absence of friendship (“reciprocal non-friendship” RNF; excluding enemies). Comparisons of verbal exchanges and dyadic performance across the three groups suggests that reciprocal friendship facilitates collaboration and the organization of collective work. Two rival hypotheses opposing socio-affective proximity (reciprocal friendship) and socio-affective distance (asymmetrical friendship and reciprocal absence of friendship) are discussed with respect to the influence of social interactions on social problem-solving. 相似文献
136.
Jennifer Charteris Kathryn Jenkins Marguerite Jones Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529
With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market. 相似文献
137.
Jennifer Charteris Kathryn Jenkins Michelle Bannister-Tyrrell Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119
Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity. 相似文献
138.
139.
Results from Rasch analysis of GCSE and GCE A level data over a period of four years suggest that the standards of examinations in different subjects are not consistent in terms of the levels of the latent trait specified in the Rasch model required to achieve the same grades. Variability in statistical standards between subjects exists at both individual grade level and the overall subject level. Findings from this study are generally consistent with those from previous studies using similar statistical models. It has been demonstrated that the alignment of statistical standards between subjects based on the Rasch model would likely result in substantial change in performance standards of the examinations for some subjects evidenced here by significant changes in grade boundary scores and grade outcomes. It is argued that the defined purposes of GCSE and A level qualifications determine how their results should be interpreted and reported and that the existing grading and results reporting procedures are appropriate for supporting these purposes. 相似文献
140.
Michelle Kilpatrick Demaray Christine Kerres Malecki Lisa M. Davidson Kelly K. Hodgson P. Jacob Rebus 《Psychology in the schools》2005,42(7):691-706
This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005. 相似文献