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61.
62.
Yvonne H. M. van den Berg Marike H. F. Deutz Sanny Smeekens Antonius H. N. Cillessen 《Child development》2017,88(5):1629-1641
This study examined the associations between children's early life experiences with parents, ego resiliency and ego undercontrol, and peer group social status in a longitudinal, multimethod study from infancy to middle childhood. Participants were 129 children (52% boys) who were followed from 15 months of age to 9 years and their primary caregivers from the Nijmegen Longitudinal Study on Infant and Child Development. The measurements included observations of parent–child interaction, teacher ratings of ego resiliency and ego undercontrol, and peer‐reported social status. Quality of parental interactive behavior was associated with ego resiliency and ego undercontrol. Ego resiliency and ego undercontrol were uniquely related to preference and popularity. The findings provide insight into the developmental pathways leading to the two distinct types of social status. 相似文献
63.
Yvonne G. Ellis Dylan P. Cliff Anthony D. Okely 《Early Childhood Education Journal》2018,46(4):377-385
Young children spend a high proportion of their time at childcare sitting. Reducing sitting time or breaking up prolonged periods of sitting may be positively associated with health outcomes among children. The purpose of this study was to identify childcare educators’ perceptions of what environmental and policy modifications could be made within early childhood education and care (ECEC) settings to reduce sitting time among children during childcare. Eighty-seven educators from 11 ECEC centres participated in 11 focus groups between September 2013 and November 2013. Each focus group was audio-recorded and transcribed verbatim. A semi-structured schedule was developed to investigate the educators’ perceptions of the influences on children’s sitting time at childcare. A problem–solution tree was developed to determine potential solutions for reducing total and prolonged sitting time in young children at childcare. Most educators were unaware of the high levels of sitting time among young children. Educators identified that childcare practices, the physical environment and the weather were factors that influenced children’s sitting time. Potential solutions to reduce sitting time were to break-up prolonged sitting time by using movement breaks, standing desks, movement transitions between activities, relocating key facilities around the space to promote movement, and integrating movement during learning activities. Also, educators suggested that posters could be used to increase awareness among educators about the benefits of reducing sitting time. Educators identified key practices that could be modified to reduce young children’s sitting time in childcare. These potential solutions should be evaluated to understand their effectiveness. 相似文献
64.
Michael B. Johnson Gershon Tenenbaum William A. Edmonds Yvonne Castillo 《Sport, Education and Society》2013,18(4):453-475
In this paper, we draw attention to the profound lack of racial diversity as well as the prevalence of whiteness within Canadian faculties of Kinesiology and Physical Education. In support of our argument that there exists an immediate need for equity programming within physical education in higher education, we present the results from two interconnected studies designed to make transparent: (1) the demographic character of faculties of Kinesiology and Physical Education across Canada; as well as (2) the delivery of content related to race, diversity and whiteness within the curriculum. In the first study, we collected website representations of faculty and staff (i.e. photos) as well as lists of curricular offerings for each of the member institutions of the Canadian Council of University Physical Education and Kinesiology Administrators. Website documents were downloaded, analyzed and organized according to criteria related to race and diversity. The follow-up study consisted of interviews with 40 faculty members across Canada where we asked questions pertaining to their perceptions of the faculty setting (i.e. the demographic make-up of their faculty including faculty, staff and students as well as the culture within the faculty) and the curriculum. As a method of triangulation, interview data was used to confirm and inform our analysis of the initial website data; when combined, the analyses provide a comprehensive picture of the cultures of whiteness that exist within physical education in higher education. In order for physical education to be truly inclusive, we call for the development of greater alliances across disciplines and geographic borders such that the hegemony of whiteness within the (physical education) academy can be disrupted. 相似文献
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66.
Dawn Person Yvonne Garcia Eugene Fujimoto Kayla Nguyen Katherine Saunders John Hoffman 《The Urban Review》2014,46(3):493-506
Latino students are significantly underrepresented in higher education. As the largest and fastest growing racial/ethnic population in the US, this is cause for national concern. Additionally, this rapid population growth is a call for community and school leaders from underserved communities to assess their service areas and focus on interventions to increase the college-going rates of youth. Maywood is a city located in Southeast Los Angeles. Like many other urban areas, Maywood’s largely Latino population is underrepresented in higher education. This research focused on interviewing Maywood’s community and school leaders (n = 24) to gain insight into their perceptions of their role and responsibility to address issues surrounding their community’s low levels of educational attainment. A key theme emerged revealing that leaders understand their community’s educational issues but do not see their role as leaders to directly address this issue to build a college-going culture. Implications for practice in strengthening community partnerships and developing a college-going culture are provided and a series of recommendations for the creation of a college-going culture are discussed. 相似文献
67.
Yvonne Hodgson Cristina Varsavsky Kelly E. Matthews 《Assessment & Evaluation in Higher Education》2014,39(5):515-530
This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six nominated skills. In this quantitative study involving two Australian research-intensive universities, the teaching activities identified by students as developing the broadest number of skills were laboratory classes and tutorials. Lectures were only effective for developing scientific knowledge and, to a limited extent, ethical thinking. Assessment tasks that students perceived to utilise the broadest range of skills were assignments and oral presentations. The findings of this study document the students’ perspective about their gains in skill sets, and the teaching activities and assessment tasks that require them to use and thus develop these skills. The findings provide an opportunity to evaluate the constructive alignment of skills development, teaching activities and assessment tasks from a student’s perspective. Further research is required to actually measure the skills that students gain over their whole programme of study. 相似文献
68.
This presentation compares how lectures are being performed in different technological contexts: that of the studio, for taping of videotapes, or in front of a camera for the purpose of videoconferencing, or, for a live presentation. The different contexts will be described according to the communication theory of the German sociologist Niklas Luhmann, and contrasted with findings from contemporary research on lecturing and teacher–student interaction. The comparison between the videotaped lecture and the live lecture reveals important differences as to style of communication. The taped lectures are more stringent and content-oriented, while the live-lectures are time-consuming and more focused on establishing dialogues with students. Videoconference-lecturing contains features that place it between the live- and videotaped lecture. This paper concludes that videoconferencing is problematic with serious problems to handle for students and teachers alike. 相似文献
69.
Based on a process perspective of expertise development, eight experienced teachers were interviewed about their beliefs about student learning, i.e. the way they developed their beliefs, and to what extent they have changed and intend to further change these beliefs. Learning or expertise development by teachers appears to be highly personalised or subjective, and rarely based on enhanced reflection. Primarily, dissatisfaction about the actual situation and, subsequently, attempts to improve that situation encourage teachers to develop or change their beliefs. As is the case with most teachers the change which occurs is gradually based on cumulative experiences, although also a radical change of beliefs on the basis of key‐experiences may not be excluded. It is predominantly personal motives which seem to determine teacher learning. It is argued that collaborative learning by teachers should be promoted in schools, though individually initiated learning by teachers may also had to improvements that can be implemented by colleagues. 相似文献
70.
Yvonne van Rijk Langha de Mey Dorian de Haan Bert van Oers Monique Volman 《School Effectiveness & School Improvement》2018,29(2):285-307
The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students. 相似文献