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81.
Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed. 相似文献
82.
Stephanie M. Curenton Michelle Jones Craig Nadia Flanigan 《Early education and development》2008,19(1):161-187
This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed—literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions. 相似文献
83.
Myers Kayla D. Auslander Susan Swars Smith Stephanie Z. Smith Marvin E. 《Journal of Mathematics Teacher Education》2021,24(3):309-330
Journal of Mathematics Teacher Education - This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME)... 相似文献
84.
Roger Bruning Kamau O. Siwatu Xiongyi Liu Lisa M. PytlikZillig Christy Horn Stephanie Sic Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326
Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases. 相似文献
85.
Immigrant background and disadvantaged socioeconomic background are two key predictors of poorer school achievement in Europe. However, the former is associated with higher while the latter is associated with lower aspirations. This study asks whether family relationships account for this difference. Data come from 5,926 students in Germany and Sweden, eliciting indicators of family background and relationships at age 14–15 years (2011) and occupational aspirations 1 year later. High aspirations were found among students of non-European background and students with higher parental occupational status. Structural equation models showed that while immigrant families had greater parental aspirations and encouragement, family cohesion, and parental monitoring, only parental aspirations mediated the effects of family background. 相似文献
86.
Danica G. Hays Stephanie A. Crockett Rebecca Michel 《Counselor Education & Supervision》2021,60(1):51-72
Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided. 相似文献
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Stephanie R. Klatzke 《Qualitative Research Reports in Communication》2016,17(1):44-51
The exit phase of assimilation is broken down into three sub-processes: preannouncement, announcement/actual exit, and the post-exit period (Jablin, 2001). This article seeks to better understand how individuals make exit announcements. The findings suggest that announcing exit itself is a phased process which links the exit phases Jablin described. Though the formal announcement may be the most prominent, it isn’t necessarily the first or most important. 相似文献
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