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21.
Rebecca J. Bulotsky-Shearer Elizabeth R. Bell Tracy M. Carter Sandy L. R. Dietrich 《Early education and development》2014,25(6):815-840
Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 相似文献
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COMMUNITY BUILDING: A NEW ROLE FOR THE JEWISH DAY SCHOOL 总被引:1,自引:0,他引:1
Tracy Kaplowitz 《Journal of Jewish Education》2013,79(3):29-48
Wearing a swastika armband, I entered the classroom carrying a copy of Hitler's Mein Kampf. Placing it on the music stand I employed as a makeshift lectern, I peered around the room until the students became silent. Then I began to read sections of Hitler's venomous tome, the hateful words cutting through me like a knife. As I read, I noticed that a few students stiffened. I had students analyze Hitler's quotes, addressing them as either “Herr” or “Fraulein.” After this lesson, I explained why I used such tactics. I told them death and destruction during World War II was only part of studying the Holocaust. Learning where the Jew-hatred came from and its context within Nazism was also important. And that meant comprehending Mein Kampf. Closing the book, I removed the twisted cross and slowly tore it into small pieces. 相似文献
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Jeffrey Liew Audrea Y. Johnson Tracy R. Smith Felix Thoemmes 《Early education and development》2013,24(4):549-573
Research Findings: Parental expressivity, child physiological regulation (indexed by respiratory sinus arrhythmia suppression), child behavioral regulation, and child adjustment outcomes were examined in 45 children (M age = 4.32 years, SD = 1.30) and their parents. With the exception of child adjustment (i.e., internalizing and externalizing problems and adaptive skills), which were assessed with parents' ratings, all variables were observed behaviorally or physiologically. A 3-path mediation path model was tested with the relations between parental expressivity and child adjustment outcomes mediated through child physiological regulation and behavioral regulation. Despite low power to detect the mediated effect, there was evidence to suggest that physiological regulation and behavioral regulation were 2 mediating mechanisms by which parental high positive/low negative expressivity may influence adaptive skills. Thus, parental expressivity may shape children's physiological regulation. And physiological regulation may be 1 mechanism by which effortful control becomes manifested as behavioral regulation that becomes apparent to others who then make evaluations about individuals' adaptive skills. Practice or Policy: The results have implications for interventions aimed at parent training or parental coaching of emotion as well as interventions aimed at enhancing children's social-emotional or behavioral regulation to improve children's adaptive skills. 相似文献
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In a 3-wave longitudinal study (with assessments 2 years apart) involving 186 early adolescents (M ages of approximately 9.3, 11.4, and 13.4), the hypothesis that parental warmth/positive expressivity predicts children's effortful control (EC) (a temperamental characteristic contributing to emotion regulation) 2 years later, which in turn predicts low levels of externalizing problems another 2 years later, was examined. The hypothesis that children's EC predicts parenting over time was also examined. Parents were observed interacting with their children; parents and teachers reported children's EC and externalizing problems; and children's persistence was assessed behaviorally. Children's EC mediated the relation between positive parenting and low levels of externalizing problems (whereas there was no evidence that children's EC predicted parenting). 相似文献
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Beyond Framing 总被引:1,自引:0,他引:1
Visual news media's framing has been well studied; however, production factors and cultural conditions involved in photographer–subject interactions have attracted less scholarly attention although they are no less influential in determining the depiction. Guided by social constructionism theory, in-depth interviews with staff photojournalists at a daily community newspaper in the Midwest and an analysis of their work revealed 22 variables that impact how and why images look the way they do. Photojournalists have complete control of only two of these variables, share partial control of 13, but have no control over the remaining seven. The photographers also shared insights into how to improve their journalism's verisimilitude when dealing with reactive subjects. The results support concepts of social constructionism that the subjects of photographs are most comfortable with photographers who share similar characteristics, but that some characteristics can have greater influence. The results also highlight areas where photographers might focus in pursuit of authenticity in journalistic photographs. 相似文献
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Current theoretical conceptualizations of compassion say little about communicating compassion to people whose suffering is wrapped in a cloak of anger, threat, resistance, and fear. This article attends directly to this issue by examining the conversational particulars of compassion communicated by school bookkeeper Antoinette Tuff to would-be school shooter Michael Hill. The case serves as the basis for advancing propositions about communicating compassion to unwilling recipients and suggests the importance of careful conversational timing, face-enhancement strategies, convergence/mirroring techniques, co-creating hope, physical presence, and vulnerable self-disclosure. The case extends current conceptualizations of compassion and provides a vivid picture for enacting compassion when sufferers are angry, threatening, or resisting help. 相似文献