This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching intervention designed to increase the capacity of early childhood teachers to support children’s social and emotional development. We evaluated REACH with 139 teachers of toddler and preschool classrooms. Teacher attendance and survey results suggest that teachers were highly satisfied with the training and materials. Data from classroom observation scales conducted pre- and post-REACH implementation suggest significant improvements in the sensitivity of teachers’ interactions with children in the classroom, and increased teacher use of targeted social and emotional supports (such as teaching children to resolve conflicts). Further, data from observations of children’s classroom behavior suggest increases in children’s prosocial behaviors and small but significant decreases in verbal aggression. These findings provide preliminary evidence that the REACH program may be effective in building teachers’ capacity to support social–emotional development of young children, and point to the need for additional research. 相似文献
The one constant aspect of children's books is that they include pictures. It is known that pictures can hinder some aspects of the development of reading skills in young children. Yet, in other ways they may serve a supportive function. The situation is not a simple one since what is seen as unsupportive in one approach to teaching reading may be supportive in another. When and where pictures might provide support is considered.相似文献
Teacher–child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety‐one 4‐year‐olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher–child interaction session outside the classroom. Parents reported on children’s temperament, teachers and children reported on teacher–child relationship quality, and observers rated group‐level teacher insensitivity. Teacher‐reported relationship conflict predicted cortisol increases during teacher–child interaction and teacher‐reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child‐care day is influenced by teacher–child relationship characteristics. 相似文献
Utilizing a person–job fit perspective, we examined the job satisfaction and affective commitment of three groups of college
faculty (N = 167): full-time faculty, part-time faculty preferring a part-time position (voluntary part-time), and part-time faculty
preferring a full-time position (involuntary part-time). Involuntary part-time faculty were least satisfied with salient facets
of satisfaction (advancement, compensation, and job security), whereas voluntary part-time faculty and full-time faculty reported
similar levels of satisfaction on these facets. No consistent differences in satisfaction by faculty status were found for
the majority of the other, less salient facets. The three groups of faculty also reported similar levels of perceived overqualification
and affective commitment to the organization. Future directions for research and practice are discussed. 相似文献
The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information
and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment
conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the
notetaking instruction were measured by their performances on a test about science information, a long-term free recall of
the information, and the number of information units recalled with or without cues. Students’ prior science achievement was
used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results
indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall
of the information units. Students with higher prior achievement in science performed better on cued recall and long-term
free recall of information. The results suggest that students as young as those in third grade classes can be instructed to
develop notetaking ability that promotes their learning. 相似文献
As part of a professional development initiative helping secondary school teachers use assessment data to guide their instruction, teachers in this study changed their knowledge, skills and dispositions. Over time, they were able to identify assessments, administer these assessments, interpret the results and plan instruction. As a result, the students who were tutored by these teachers increased their achievement compared with a control group. 相似文献
The paper describes a case study of the development and implementation of a policy to monitor teachers’ classroom practice
in a secondary comprehensive school in Wales, UK. The change process is interpreted from an affective standpoint to explain
how the experience of feelings and emotions shapes organisational practice. In particular, the interpretation illustrates
how affective experience may influence the distinction between espoused and in use theories, which may in turn have an effect
on individual and organisational resistance to change and the success of the implementation. Differences between espoused
and in use theories may increase both organisational anxiety and resistance in a self-sustaining cycle. We argue that when
the anxieties and emotions of organising in schools are allowed to surface in the change process and are reflected upon, the
espoused and in use theories are more likely to correspond and organisational anxiety and resistance to change to decrease. 相似文献
Fixed point properties of the binomial function are developed. It is shown that for any 1 < L < N, TLNhas a unique fixed point p? in (0, 1), and that for large N, the fixed point is L/N. This has application to signal detection schemes commonly used in communication systems. When detecting the presence or absence of a signal with an initial false alarm probability pFAand an initial detection probability pD, then TLN(pFA) < pFAand TLN(pD) > pDif, and only if, pFA < p? < pD. When this condition is satisfied, as N → ∞, TLN(pFA) → 0 and TLN(pD → 1. 相似文献
Purpose: To determine the effect of limb selection (upper/lower), cuff width (small (6?cm)/medium (13?cm) upper; medium/large (18?cm) lower) and anthropometry on arterial occlusion pressure (AOP) in ischemic preconditioning (IPC). Methods: Twenty athletes (10 females and 10 males) had surface anthropometry and dual x-ray absorptiometry (DXA) assessments before using Doppler ultrasound to confirm AOP for each limb. Subsequently, 5?min of occlusion occurred, with near-infrared spectroscopy (NIRS) measuring muscle oxygenation changes. Resultant AOP was compared between sexes, limbs and cuff sizes using linear regression models. Results: Mean AOP was higher in the lower limbs than the upper limbs (161?±?18 vs. 133?±?12?mm?Hg; p?.001), and with smaller cuffs in upper (161?±?16 vs. 133?±?12?mm?Hg; p?.001), but not lower limbs (161?±?16 vs. 170?±?26?mm?Hg; p?=?.222). Sex and resting systolic blood pressure (SBP) accounted for 77% (small cuff) to 83% (medium cuff) of variance in AOP for upper limbs, and 61% (medium cuff) to 63% (large cuff) in lower limbs. Including anthropometry accounted for 82% (small cuff) to 89% (medium cuff) and 78% (medium cuff) to 79% (large cuff) of variance for upper and lower limbs, respectively. Adding DXA variables improved the explained variance up to 83% (small cuff) to 91% (medium cuff) and 79% (medium cuff) to 87% (large cuff) for upper and lower limbs, respectively. NIRS data showed significantly greater tissue oxygenation changes in upper versus lower limbs. Conclusions: The AOP in athletes is dependent on limb occluded, sex, SBP, limb and cuff size, and body composition. 相似文献
This quasiexperimental investigation describes the relative effects of a technology-driven course redesign on retention and achievement in a developmental writing program at a large, urban community college in the southwest United States. The new program focused on student learning and included online as well as face-to-face components that allowed students to complete the program in half the usual time in most cases. On average, students enrolled in the new program had lower placement test scores compared to students in the old program, but the gap was closed in the subsequent test and English course. Details of the redesign and challenges to conducting educational research and data analysis in community colleges are provided for other 2-year colleges considering course redesigns intended to impact student success. 相似文献