Objective: Home visitation has been shown to be effective in reducing rates of child maltreatment and in enhancing psychosocial outcomes in children and their parents. Even when available, however, it is underutilized by parents in some urban settings. We tested a supplemental 10-session group intervention for its ability to increase active participation in home visitation, enhance the quality of caregiving behavior of parents, and improve social developmental outcome in children.Method: A randomized controlled design was utilized, involving two separate cohorts of parents of 3- to 18-month old infants, totaling 148 parent-child dyads. The intervention focused on practical experience in promoting parent-infant attachment relationships.Results: At 6 months follow-up, there was a substantial increase in the proportion of intervention group parents participating in home visitation, compared to parents in the control group (Fisher’s exact p = .008). Parents in the intervention group exhibited a trend for improvement in their capacity to appropriately interpret infants’ emotional cues (p = .08), independent of the effects of home visitation itself. Attrition in both the treatment and control groups was inversely associated with income and level of education.Conclusions: Group meetings may constitute an effective means of engaging stressed urban families in home visitation. 相似文献
Journal of Science Education and Technology - In response to a growing need for STEM professionals, this study reports the results of the initial validation of a refined survey instrument that... 相似文献
This study reviewed perceived changes to planning and management of transitions to adulthood for young people with special educational needs and disabilities in three local authorities in England, following implementation of the Children and Families Act (2014). Wenger's ‘community of practice’ theoretical framework was used to examine how groups of professionals and managers working in education, health and social care in three areas, set about implementing selected radical changes required by the legislation. Telephone interviews with sixteen participants were transcribed and subjected to thematic analysis. Themes identified related to professional activity, planning and organisation, implications for young people and families and outcomes. There were indications of shifts in professional conceptualisations and reported practices as a result of the Act. Participants described enhanced cross‐service communication and co‐ordinated working practices, achieved though service restructuring, co‐location and changed lines of accountability. An increased emphasis on long‐term planning and involving young people in planning and decision‐making was evident with regard to defining outcomes, and living and working as an adult. The results are considered in relation to the extent that mandated change can influence attitudes and cultures within communities of practice, contributing to the contemporary theoretical debate to incorporate issues relating to power. 相似文献
This article describes initial results of a collaborative action research endeavor between a regional university and a local
school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist
viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning
Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and
classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which
the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics
and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded
no significant changes in student perceptions of the classroom learning environment over the duration of the academic year.
Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom
learning environment into closer alignment with a constructivist perspective for teaching and learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
Keeping classroom animals is a common practice in many classrooms. Their value for learning is often seen narrowly as the potential to involve children in learning biological science. They also provide opportunities for increased empathy, as well as socio-emotional development. Realization of their potential for enhancing primary children’s learning can be affected by many factors. This paper focuses on teachers’ perceptions of classroom animals, drawing on accounts and reflections provided by 19 participants located in an Australian primary school where each classroom kept an animal. This study aims to progress the conversation about classroom animals, the learning opportunities that they afford, and the issues they present. Phenomenographic analysis of data resulted in five categories of teachers’ perceptions of the affordances and constraints of keeping classroom animals. 相似文献
The cucumber mosaic virus (CMV) isolate P1 caused very mild symptoms on many plant species After serial passages by mechanical
inoculation over five years, CMV P1 caused severe symptoms on several tobacco cultivars and tomato. A specific band of approximately
0.3 kb in length was amplified by RT-PCR with primers synthesized based on reported CMV satellite RNA (satRNA) sequences.
Sequence analysis showed there were two satRNAs (Sat-P1-1 and Sat-P1-2). Sat-P1-1 contained 335 nucleotides, and Sat-P1-2
contained 394 nucleotides. These two satRNAs shared 64% overall nucleotide sequence homology, and differences between the
two satRNAs included mutations as well as deletions. Sat-P1-1 was identical to a satRNA (Z96099) reported in 1995 in CMV P1.
Based on differences in the sequence and secondary structure between these two satRNAs, we conclude that Sat-P1-2 represents
the emergence of a new satellite (necrotic satellite) from attenuated satRNA populations. The possible effect of the emergence
of this new satRNA is discussed.
Project supported by research grants from the Teaching and Research Award Program for Outstanding Teachers in Higher Education
Institutes of the Ministry of Education of China and by the National Outstanding Youth Foundations of National Natural Science
Foundation of China (No. 30125032).
PhD student in Zhejiang University, from Agrarian University of Havana, Cuba. 相似文献
Whether we know it or not, the environment teaches children how to read. The symbols, pictures, and print in our classrooms are a foundation for later reading. Children need useful and practical information communicated through visual messages.Sandra L. Gordon and Beth C. Anderson are Associate Professors in the Education Department at Moorhead State University in Minnesota. 相似文献
It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2–3 performed two of the most common tasks of orthographic knowledge—the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency.