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991.
992.
Lana B. Karasik Karen E. Adolph Sara N. Fernandes Scott R. Robinson Catherine S. Tamis-LeMonda 《Child development》2023,94(4):1049-1067
In Tajikistan, infants are bound supine in a “gahvora” cradle that severely restricts movement. Does cradling affect motor development and body growth? In three studies (2013–2018), we investigated associations between time in the gahvora (within days and across age) and motor skills and flattened head dimensions in 8–24-month-old Tajik infants (N = 269, 133 girls, 136 boys)) and 4.3–5.1-year-old children (N = 91, 53 girls, 38 boys). Infants had later motor onset ages relative to World Health Organization standards and pronounced brachycephaly; cradling predicted walk onset age and the proficiency of sitting, crawling, and walking. By 4–5 years, children's motor skills were comparable with US norms. Cultural differences in early experiences offer a unique lens onto developmental processes and equifinality in development. 相似文献
993.
Katharine E. Scott Tory L. Ash Bailey Immel MaKayla A. Liebeck Patricia G. Devine Kristin Shutts 《Child development》2023,94(1):74-92
Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White U.S. parents' thinking about White children's Black-White racial biases. In Studies 1–3, parents reported that their own and other children would not express racial biases. When predicting children's social preferences for Black and White children (Study 2), parents underestimated their own and other children's racial biases. Reading an article about the nature, prevalence, and consequences of White children's racial biases (Study 3) increased parents' awareness of, concern about, and motivation to address children's biases (relative to a control condition). The findings have implications for engaging White parents to address their children's racial biases. 相似文献
994.
Christopher H. Skinner Jade Bennett Robert Richardson Katie Scott Laura S. Wheat James Martinez 《Psychology in the schools》2023,60(1):5-22
School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards. 相似文献
995.
Scott C. Esplin E. Vance Randall Casey P. Griffiths Barbara E. Morgan 《Journal of educational administration and history》2014,46(4):387-404
Faiths have long used education as a means to preserve and transmit cultural values from one generation to the next. However, they have also employed education to unite people of different cultures and proselytise others to their worldview. Over the last two centuries, the Church of Jesus Christ of Latter-day Saints (Latter-day Saint, LDS, or Mormon) has exercised these same patterns in its educational programmes, especially internationally, as it has sought to expand around the world. Using Mormonism's Juárez Academy in northern Mexico as a historical case study, our paper demonstrates how transnationally governed religion-led school systems can confront the challenge of exceptionalism by embracing local culture and customs while maintaining the heritage of their faith tradition. The study advances the field of international education, highlighting the issues of globalisation, cultural transfer, and transnational educational governance. 相似文献
996.
Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due to the effect of an instructional intervention or to differences in student characteristics when students cannot be assigned to control and treatment groups at random. Using pre- and posttest scores from an introductory biology course, we illustrate how the methods currently in wide use can lead to erroneous conclusions, and how multiple linear regression offers an effective framework for distinguishing the impact of an instructional intervention from the impact of student characteristics on test score gains. In general, we recommend that researchers always use student-level regression models that control for possible differences in student ability and preparation to estimate the effect of any nonrandomized instructional intervention on student performance. 相似文献
997.
Alan Davis V. Scott Solberg Christine de Baca Taryn Hargrove Gore 《Journal of Education for Students Placed at Risk》2014,19(3-4):169-182
This study evaluated the degree to which a range of social emotional learning skills—academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress— could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses. 相似文献
998.
999.
Scapulohumeral kinematic assessment of the forward kayak stroke in experienced whitewater kayakers 总被引:1,自引:0,他引:1
Wassinger CA Myers JB Sell TC Oyama S Rubenstein EN Lephart SM 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(2):98-109
By understanding the normal humeral and scapular kinematics during the kayak stroke, inferences about the relationship of kayaking technique and shoulder injury may be established. The purpose of this study was to describe scapular and humeral kinematics and to compare dominant versus nondominant symmetry in healthy whitewater kayakers performing the forward stroke. Twenty-five competent whitewater kayakers (mean age: 34.1 +/- 9.4 years, mean height: 1.768 +/- 0.093m, mean mass: 78.2 +/- 13.0 kg) underwent humeral and scapular kinematic assessment, using an electromagnetic tracking device, while kayaking on a kayak ergometer. Paired t-tests were used to determine symmetry. Scapular and humeral kinematic means and standard deviations at six time points during the kayak stroke were described. Scapular and humeral kinematics were shown to be similar upon bilateral comparison. The greatest potential for injury during the forward stroke may be at thrust paddle shaft vertical when the humerus is maximally elevated in internal rotation and adduction as subacromial structures may be mechanically impinged. The relationship between scapulohumeral kinematics related to injury at other time points are also described. 相似文献
1000.