Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector

Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children’s exposure to instructional content. Practice or Policy: Results from this investigation revealed that children spent the largest share of the day in teacher-directed whole-group instruction and in free play and very little time was spent in individual and small-group settings. Although a 3rd of the school day was dedicated to academic activities, there were few opportunities for socioemotional learning, and children spent roughly a 3rd of the school day in routines/transitions and meals. Few differences emerged in the classroom observations across school- and community-based programs; however, more educated and experienced teachers spent more time teaching and in teacher-directed instruction.     

Differential Third‐Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low‐Income Latino Children

This study examined the third‐grade outcomes of 11,902 low‐income Latino children who experienced public school pre‐K or child care via subsidies (center‐based care) at age 4 in Miami‐Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre‐K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center‐based care 4 years earlier. The sustained associations between public school pre‐K (vs. center‐based care) and third‐grade outcomes were mediated by children's kindergarten entry preacademic and social–behavioral skills, and among English‐language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed.     

氮肥种类与施量对油菜种子生育酚的影响(英文)

研究目的:生育酚是菜籽重要的品质指标,氮肥是影响作物生物学与籽粒产量最常用的肥料。这项研究旨在搞清楚氮肥种类与施量对油菜种子生育酚含量与组分的确切影响,以及这种影响在基因型之间的差异。创新要点:这篇论文研究了不同的氮肥种类(硝态氮与铵态氮)与低、中、高施用量对种子生育酚总量与组分的影响,并分析了其中的原因,为通过合理的氮肥施用方案配置,以达到最理想的菜籽生育酚含量或组分提供依据。研究方法:采用盆钵实验控制氮肥施量与流失的精准方法,五种基因型、二种氮肥种类、三档施量水平,三重复控制误差;尝试用气相色谱法检测菜籽生育酚含量的新方法。重要结论:尿素比硝酸氨更有利于菜籽总生育酚、阿尔法生育酚及伽马生育酚的有效形成;提高氮肥施量对于菜籽形成高含量的总生育酚与伽马生育酚非常有效,但对提高菜籽阿尔法生育酚含量的效果却不太明显。     

Mothers’ Depressive Symptoms and Children’s Internalizing and Externalizing Behaviors: Examining Reciprocal Trait-State Effects from Age 2 to 15

Using a large sample from the National Institute of Child Health and Development Study of Early Child Care and Youth Development (N = 1,178, 51% were male and 80% were White), the random intercept cross-lagged panel model was employed to unpack the trait and state aspects in the relations between mothers’ depressive symptoms and children’s behavioral problems from age 2 to 15. The transactional predictions among mothers’ depressive symptoms and children’s behavioral problems were largely attributed to their correlations at the underlying trait level (rs = .458–.528). At the state level, the mutual influences among mothers’ depressive symptoms and children’s behavior problems occurred more often during periods of transition. With that said, the child effects hypothesis was not supported.     

Cultivating sustained teachers’ professional learning within a centralised education system

This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data in examining the partnerships perceived by the participants. The enablers responsible to bring about sustained professional learning are proposed. A contribution of this study is to clarify how resources in the HQ and its schools can be bridged. Deliberate bridging of resources is critical particularly at the initial stage of the partnerships. This bridging is made possible through dedicated appointed champions. The appointed champions are passionate about the educational innovations and are willing to invest their time to understand the teachers’ needs. This paper argues that the enablers can offer opportunities for lateral networks to be forged within a hierarchical system.