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21.
James Elicker PhD Xiaoli Wen Kyong-Ah Kwon Jill B. Sprague 《Early education and development》2013,24(4):491-516
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8–35 months, M = 20), their parents, and 33 program caregivers participated. The results showed that caregiver–child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent relationships were generally positive and temporally stable. Caregiver–child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver–child relationship. There were also moderation effects: Stronger associations of caregiver–parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver–family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed. 相似文献
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Research Findings: The goal of this study was to analyze children's (N = 120) evaluations about parental decisions regarding gender-stereotypic household family activities. Children at 5, 8, and 10 years of age were individually interviewed. Contrary to prevailing findings, the majority of children used stereotypic expectations and social-conventional justifications to explain parental exclusion decisions; this pattern was more pronounced for male-stereotypic than female-stereotypic activities. Overall, children's social judgments revealed age-related increases in making stereotypic choices. Boys were more likely than girls to condone stereotypic expectations regarding father–son activities than mother–daughter activities. Practice or Policy: The results are discussed in terms of (a) social–cognitive reasoning about family decision making in the home and (b) gender-stereotypic expectations between parents and children in the home context. 相似文献
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Patricia W. Wesley Donna Bryant PhD Carla Fenson MEd Kere Hughes-Belding PhD Kathryn Tout PhD Amy Susman-Stillman PhD 《Journal of educational and psychological consultation》2013,23(3):209-227
Consultation is a promising approach to creating change in early childhood programs, from innovations in instructional strategies to the enhancement of global program quality. Studies of consultation effectiveness have been hampered by limited reports of implementation fidelity related to consultation procedures. This article describes the challenges of supporting and measuring implementation fidelity in a 5-state study in which community consultants followed a collaborative consultation model to enhance global quality in childcare programs. The authors consider the limitations of using a randomized experimental design to study the effectiveness of consultation and share lessons learned in their efforts to enhance treatment fidelity without compromising the basic tenets of the model or the rigorous design. 相似文献
24.
Andrew Schaefer Rene E. D. Ferdinands Nicholas O’Dwyer 《Journal of sports sciences》2020,38(10):1085-1095
ABSTRACT Fast bowling is categorised into four action types: side-on, front-on, semi-open and mixed; however, little biomechanical comparison exists between action types in junior fast bowlers. This study investigated whether there are significant differences between action-type mechanics in junior fast bowlers. Three-dimensional kinematic and kinetic analyses were completed on 60 junior male fast bowlers bowling a five-over spell. Mixed-design factorial analyses of variance were used to test for differences between action-type groups across the phases of the bowling action. One kinetic difference was observed between groups, with a higher vertical ground reaction force loading rate during the front-foot contact phase in mixed and front-on compared to semi-open bowlers; no other significant group differences in joint loading occurred. Significant kinematic differences were observed between the front-on, semi-open and mixed action types during the front-foot contact phase for the elbow and trunk. Significant kinematic differences were also present for the ankle, T12-L1, elbow, trunk and pelvis during the back-foot phase. Overall, most differences in action types for junior fast bowlers occurred during the back-foot contact phase, particularly trunk rotation and T12-L1 joint angles/ranges of motion, where after similar movement patterns were utilized across groups during the front-foot contact phase. 相似文献
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Because high school dropouts are among the least advantaged members of American society, the educational system that has failed them has the social responsibility for remediating their educational and developmental needs. The community college is proposed as the institution most able to develop policies and programs that will enable these least advantaged members of American society to overcome the educational system that has failed them. This paper discusses the responsibility of providing a quality education to all individuals, examines the role the community college can play in meeting the educational and social needs of dropouts, and presents an innovative program at a community college that has been particularly effective in meeting the needs of dropouts. 相似文献
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Sharon Stein Vanessa de Oliveira Andreotti Rene Suša 《Critical Studies in Education》2019,60(3):281-301
Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Commonwealth Universities’ (ACU) ‘Beyond 2015’ campaign, which was launched in anticipation of the new UN Sustainable Development Goals. We argue that despite the ACU’s intention to provide ‘a platform for diverse voices, particularly from the global South’, the campaign was structured in a way that discouraged dissenting perspectives. More broadly, we consider available possibilities and limitations for challenging mainstream development agendas. 相似文献
30.
Carl L. Kline M.D. Marjorie Ashbrenner M.A. Byron Barrington PhD Louis Reimer M.S.W. 《Annals of dyslexia》1968,18(1):23-31
Summary A new index for expressing degree of reading disability in children is presented. Called the Dyslexia Quotient (D. Q.), it
has the advantages of being simple to calculate and of being expressed in round numbers. Standardization of this new index
is presented. In addition, the use of the Dyslexia Quotient in 50 patients who completed intensive dyslexia therapy is presented.
An age-improvement distribution diagram, using the D. Q. is given. The authors suggest that the Dyslexia Quotient offers a
valuable universal means of indicating degree of reading disability at any grade or age level. 相似文献