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891.
Jennifer L. Reynolds E. Andrew Pitchford Janet L. Hauck Leah R. Ketcheson Dale A. Ulrich 《Journal of educational and psychological consultation》2016,26(2):166-185
Bicycle riding is a functional motor skill that increases physical activity opportunities, social interaction, and independence. However, bicycle riding is difficult for youth with autism spectrum disorder (ASD) to learn. This study examined the effectiveness of home-support consultation (HSC) on increasing the maintenance of independent bicycle riding following initial skill acquisition. Fifty-one youth with a confirmed ASD diagnosis learned to ride a two-wheeled bicycle during a training camp. Twenty-nine riders enrolled in a HSC intervention to promote distributed practice of the learned skill. The control cohort (N = 22) was exempt from the HSC intervention. One year following initial skill acquisition, 62.07% of the HSC cohort compared to 36.36% of the control cohort still reportedly displayed the skill. Within the HSC cohort, riders who reported at least 8 weeks of practice following acquisition on average maintained the skill. Implications of home consultation are discussed. 相似文献
892.
893.
Carolyn Pope Edwards Erin Hamel Jennifer Leeper Miller Lixin Ren 《Journal of Early Childhood Teacher Education》2020,41(1):2-17
ABSTRACTProfessionals in the field of early childhood are encouraged to demonstrate reflective perspectives of their work supported by pedagogical documentation. The purpose of this article is to introduce a rubric developed for preservice and inservice teachers to improve documentation and reflection. The rubric’s four dimensions: visible learning, powerful story, emotional impact, and visual impact range from novice to expert level. The rubric is not meant to create prescribed documentation or to be used as an evaluation or assessment. Instead, it is a tool to sharpen critical focus for reflection and to challenge teachers to examine and improve their documentation. We include a review of the Reggio Emilia approach to pedagogical documentation and reflective process, an explanatory account of how the rubric was developed, and reflections from implementing the rubric with preservice teachers. We also offer reflective questions and examples to aid in improving documentation and reflection. Recommendations for practice include use as a tool for selfreflection and guided collaborative reflection in small groups. 相似文献
894.
Imelda S. Caleon Ma. Glenda L. Wui Ching Leen Chiam Ronnel B. King Jennifer Pei-Ling Tan Chee Soon Tan 《教育心理学》2017,37(8):983-1000
AbstractThis study explored the relative salience of students’ personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort’s mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students’ background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher–student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students’ background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher–student communication were found as significant positive predictors of students’ placement in the high-risk group. 相似文献
895.
Kelleher KJ Hazen AL Coben JH Wang Y McGeehan J Kohl PL Gardner WP 《Child abuse & neglect》2008,32(8):811-818
OBJECTIVE: To examine the association between physical domestic violence victimization (both recent and more than a year in past measured by self-report) and self-reported disciplinary practices among female parents/caregivers in a national sample of families referred to child welfare. METHODS: Cross-sectional survey of more than 3,000 female caregivers in the National Survey of Child and Adolescent Well-being (NSCAW) study, a nationally representative sample of children and their families referred to child welfare agencies for investigation of abuse and neglect. Women reported physical domestic violence victimization and their disciplinary practices for their child on different versions of the Conflict Tactics Scales. RESULTS: Four hundred and forty-three women reported prior year domestic violence, 1,161 reported domestic violence but not in the past 12 months, and 2,025 reported no domestic violence exposure. Any prior domestic violence exposure was associated with higher rates of self-reported psychological aggression, physical aggression and neglectful disciplinary behaviors as compared to those with no domestic violence victimization in bivariate comparisons. After controlling for child behavior, demographic factors, and maternal characteristics, those with remote and recent domestic violence victimization employed more self-reported psychological aggression, while only caregivers with recent DV reported more physical aggression or neglectful behaviors. CONCLUSIONS: In a national child welfare sample, self-reported aggressive and neglectful parenting behaviors were common. In this sample, domestic violence victimization is associated with more self-reported aggressive and neglectful disciplinary behaviors among female caregivers. The mechanism for these associations is not clear. PRACTICE IMPLICATIONS: Rates of aggressive and neglectful disciplinary practices are especially high among female parents/caregivers exposed to domestic violence. Child welfare agencies should plan routine and structured assessments for domestic violence among parents/caregivers and implement parenting interventions to reduce harmful disciplinary practices for those families identified. 相似文献
896.
The present research demonstrates a conditioning order effect difference: Odor-aversion conditioning is stronger following OT+/O+ conditioning than following O+/OT+ conditioning with specific odor (O) and taste (T) cues. When a weak odor cue was used in Experiments 1A and 1B, OT+/O+ conditioning produced significantly stronger odor aversions than did either O+/OT+ or O+/O+ conditioning, which did not differ. The same design was used in Experiment 2 with a strong odor, but the order effect difference was not replicated, suggesting that the order effect difference is specific to conditions that produce taste-potentiated odor aversions. The interpretation that O+/OT+ conditioning is weaker because of the absence of a taste-odor within-compound association was not supported in Experiments 3 and 4. Notably, using stimuli that supported potentiation in earlier experiments, in Experiment 4, we found evidence of a taste-odor within-compound association in the absence of potentiation. These results confirm that previous theories of potentiation (within-compound association model, sensory-and-gate channeling model) are not sufficient to produce potentiation. Instead, these results are interpreted in terms of taste-odor configural associations. 相似文献
897.
Jennifer L. Carter 《Christian Higher Education》2019,18(3):154-176
Of the 900 religiously affiliated colleges and universities in the United States, a sizable portion (approximately 118) are members of the Council for Christian Colleges &; Universities (CCCU). As members of the CCCU, these institutions have a shared commitment to the academic and spiritual development of their students. However, relatively few studies have included data sets with multi-institutional types and longitudinal data. The purpose of this two-part study was to examine the patterns and predictors of religious struggle among traditional undergraduate students attending evangelical institutions compared to those at three other types of institutions. This article addresses the following question: How does the level of religious struggle change between the freshmen and junior years among college students attending evangelical institutions? A quantitative design using the 2004 and 2007 College Student Beliefs and Values Survey (CSBV)—which was last administered in 2007—with responses from 14,527 students attending evangelical, Catholic, other religious, and nonsectarian institutions was employed. Results indicate that significant differences in the levels and patterns of religious struggle exist between evangelical institutions and other types of institutions. Longitudinal measures revealed that students from evangelical institutions experience higher levels of religious struggle compared to their peers at other types of institutions at the end of their junior year. This article is the first in a two-part series and focuses on the patterns of religious struggle among students attending evangelical institutions. 相似文献
898.
The media portray girls' achievement in mathematics and science as equal to or better than male performance. This paper reports
on a longitudinal study based on Years 7–12. One of the disturbing features of these data is the extremely poor perceptions
that students, both male and female, have of performance in mathematics and science in the earlier years of high school. These
data suggest the need to examine students' changing perceptions in the transition years from primary school to high school.
Despite there having been substantial improvement in girls' perceptions of how they have performed in mathematics and science,
proportionately fewer females elect to undertake studies at the higher levels of mathematics, physics and chemistry. The data
suggest that year 9 is crucial. The perspective that girls have unequivocally arrived has been challenged. 相似文献
899.
Russell L. Carson Jennifer J. Baumgartner Carrie L. Ota Ann Pulling Kuhn Anthony Durr 《Early Childhood Education Journal》2017,45(6):801-808
Guided by affective events theory, the purpose of this study was to examine the temporal aspects of childcare teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers’ quitting intentions were positively predicted by emotional exhaustion (β?=?0.52) and negatively predicted by overall job satisfaction (β?=??0.28). Short (≤15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86?% of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties. 相似文献
900.
Andrew Porter Myrthle Henry Jennifer Gallo Beck Graefe 《American journal of sexuality education》2019,14(2):139-151
Most young people go to their friends for information on sexuality-related topics, thus it is important to understand the context of these communications so that we may gather insight into sexual values and the underlying emotions and styles of communication. We conducted qualitative weekly surveys regarding discussion of sexual health topics among peers with students enrolled in an undergraduate human sexuality course. A four-stage inductive analysis process was utilized to examine a total number of 824 survey submissions from 102 college students who agreed to participate. Seven relevant common themes emerged: safer sex, sexually transmitted infections, pregnancy, feelings about sex, sexual acts, peer support, and peer communication norms. Some perspectives varied between males and females. Life events create opportunities for peers to discuss sexual health with each other. The connection between life events and peer sexual health communication has numerous implications for both research and education. 相似文献