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141.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
142.
David D. Williams Joseph B. South Stephen C. Yanchar Brent G. Wilson Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design
practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice
differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective
of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use
evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe
clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal
ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research
are discussed. 相似文献
143.
Emily Hestness J. Randy McGinnis Kelly Riedinger Gili Marbach-Ad 《Journal of Science Teacher Education》2011,22(4):351-369
We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using
complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries
collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’
experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate
change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science
teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content
understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation
and evaluation of developing views and understandings related to global climate change. 相似文献
144.
145.
Kushalnagar P Topolski TD Schick B Edwards TC Skalicky AM Patrick DL 《Journal of deaf studies and deaf education》2011,16(4):512-523
Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life. 相似文献
146.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
147.
Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars 总被引:1,自引:1,他引:0
Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209
This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research. 相似文献
148.
149.
Design of an interactive informational program: Formative evaluation and experimental research 总被引:1,自引:0,他引:1
The design and evaluation of an interactive informational program is outlined in this article. Also reported is an integrated
research study which examines the effects of differing levels of orientation to an interactive informational program on user
confidence and attitudes.
Research results indicate that a full orientation providing information, examples, practice, and feedback for various program
options can lead to greater levels of user comfort than a more limited type of orientation providing brief information and
single examples, and with equally positive user attitudes. However, subjects receiving the full orientation spent less time
in the actual program and accessed a smaller proportion of available program segments than did their limited-orientation counterparts.
No differences in efficiency were noted between the two groups in the use of the program. Sex differences noted in attitudes
and time expended are discussed, with reference to a possible preference by females for greater levels of program support.
Recommendations are offered for interactive program developers and future research directions are suggested.
This work was supported in part by Summer Research Awards provided by the Curry School of Education at the University of Virginia.
I gratefully acknowledge the assistance of Richard Berdel, Cheryl Wissick, and Maureen Glasser in the data collection, and
of theETR&D editor and anonymous reviewers for their comments on a draft of this article. 相似文献
150.
Emily Falconer 《British Journal of Sociology of Education》2017,38(6):782-797
This article addresses the negotiation of ‘queer religious’ student identities in UK higher education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious homophobia as a sentiment/space/subject ‘outside’ education, this article follows the experiences and expectations of queer Christian students. In asking whether notions of ‘queering higher education’ (Rumens 2014) ‘fit’ with queer-identifying religious youth, the article explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity. 相似文献