Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning difficulties, created a unique parent program titled Family Fun Night. This six-session series was developed with a strengths-based, collaborative framework and was connected to the Program-wide Positive Behavioral Interventions and Supports implementation in the preschool. The following paper discusses the development, facilitation, implementation, logistics, and assessment of the Family Fun Night series. Barriers to implementation are also discussed.     

Phonological processing and emergent literacy in Spanish-speaking preschool children

Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other. Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally, general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the importance of PPAs in the early literacy development of native Spanish speaking preschool children.     

The joint contribution of early parental warmth, communication and tracking, and early child conduct problems on monitoring in late childhood

The relationship of parental warmth, communication, and tracking (WCT), and child conduct problems in early elementary school (age 5.5 years) to monitoring in late elementary school (age 9.5 years) was longitudinally examined in a sample of 267 boys and girls. WCT in kindergarten was associated with lower kindergarten levels and less growth of conduct problems into the first grade, and was prospectively associated with effective monitoring in the third and fourth grades. Overt and covert conduct problems in kindergarten and growth in covert problems during kindergarten and first grade were associated with less effective later monitoring. Early conduct problems mediated the prospective association of WCT on later monitoring. The results are described in a transactional model of parent-child relationships and child problem behavior.     

Becoming a White antiracist counselor: A framework of identity development

In this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional experiences and is enacted within antiracist actions.     

如何选择具体报考学校与专业

选择时要考虑的因素 下定考研的决心后,考生所面临的第一个问题就是如何选择报考学校和专业.一般认为,在选择报考学校和专业时应主要考虑以下几个因素:     

Toward a judgment model of college satisfaction

We define college satisfaction as a student's cognitive evaluation of the overall quality of his/her college life at a particular institution of higher education. College satisfaction is worthy of study because of its link with GPA and turnover, and because it is an important subjective educational outcome in its own right. Most research on college satisfaction has been guided by Spady's (1970) framework. Overall, student attributes, objective college outcomes, and objective characteristics of college environments account for modest amounts of variance in college satisfaction. To augment Spady's framework, we present a preliminary model of college satisfaction that emphasizes inference components and information processing. Hypotheses are delineated concerning how the relations between objective college outcomes and college satisfaction judgments may be moderated by encoding and interpretation, identifying implications, integration of implications, response selection, attention, and memory.