Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations

In the present study, 314 preschool classrooms and 606 children were observed to understand the behavioral exchanges between teachers and children. Teachers’ emotionally and organizationally supportive behaviors and children's engagement were explored for longitudinal associations throughout a day. Observations were conducted in each classroom wherein emotional and organizational supports were assessed, followed by observations of two children's positive engagement with teachers, tasks, and peers as well as negative classroom engagement. Cross-lagged autoregressive models were used to test for time-lagged associations which, if present, could be unidirectional or bidirectional. Results indicated teachers’ emotionally and organizationally supportive behaviors were related to later child engagement in seven of eight models. Furthermore, in two of those seven models, we found evidence of bidirectional associations whereby children's engagement was associated with later teacher emotional and organizational supports. Findings are discussed in terms of understanding classroom processes over the course of a day in preschool.     

Does embedding learning supports enhance transfer during game-based learning?

Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning.     

An exploratory study of the impacts of an employer-supported child care program

Although employer-sponsored child care programs have become more common, there is little empirical research on whether these programs affect employees’ satisfaction with child care or their work-life balance, and if effects vary across employee characteristics. In this exploratory study, we administered a survey to employees with children at one large university to gather information on their child care arrangements and experience with their employer's child care voucher program (N = 776). Satisfaction with child care varied with employee and child care characteristics, but not with voucher receipt. Families with preschool children, White families, and those using paid home-based care were more satisfied with their child care arrangements than those with school-age children, minority families, and those using center-based or before/afterschool care. Nearly half of voucher recipients (47%) reported benefits in work-life balance as a result of the voucher. Although demand-side vouchers appear to be a promising employer approach to address child care challenges, these results suggest that attention must also be given to the structure of child care supply as satisfaction and work-family stress are affected by more factors than child care cost only.     

Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders

This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for debate and alternative ways of thinking about supports that facilitate inclusive school communities by tapping into resources such as the children, the environment, creativity and courage to leave the beaten path.     

论国有企业核心竞争力的构建

筑建企业核心竞争力有三大支点：一是企业技术创新能力，二是企业专业化竞争能力，三是企业专业技术人才。三相互衔接，共同筑建企业永不衰竭的核心竞争力。本试从上述三方面展开对国有企业核心竞争力的构建要求及途径的探讨。     

技术在教育中有效应用的关键：对教师的支持

本文通过对教师在新的教育变革过程中遇到的问题进行调查和系统分析，总结出“对教师的支持”是影响教师在实践中有效应用信息技术的一个关键因素，并基于“动机双因素理论”分析教师的真正需要，在此基础上提出了若干原则，以指导学校为教师提供有效支持。     

英国大学生学费与资助政策改革及启示

从20世纪初到70年代末,英国政府在大学实行的是免费加助学金政策,在80年代以后,经济困境使得这种政策有所改变.2004年的<高等教育法案(草案)>,又提出了新的学费政策和资助制度.英国大学学费与资助政策的演变与近年来的一系列改革值得我们认真思考和借鉴.     

A big part of education also: A mixed-methods evaluation of a social and emotional learning (SEL) course for pre-service teachers

A teacher training course entitled Classroom and Individual Emotional and Behavioral Supports (CIEBS) includes four modules: School-wide Positive Behaviour Supports (SWPBS), Trust-based Relational Intervention (TBRI), Non- violent Crisis Intervention (NCI), and practicum experience. The present article describes the rationale for selecting each of these modules, the activities included in each module, and a mixed-methods evaluation of the course’s influence on its participants. Group-wide quantitative measures showed growth in the efficacy for classroom management and preparedness for dealing with students’ stress among the treatment group, with little observable change among control participants. Through pre-/post-course vignette responses, individual interviews, and focus group interviews, participants reported that the course helped them to become better prepared and more confident in their SEL abilities. The participants pointed to the neuroscience of complex trauma, as taught through the TBRI module, and active learning provided through NCI module as critical reasons for the course’s effectiveness.     

探讨临时支撑卸载分析中的两种方法

目前在工程中，临时支撑卸载过程的分析和模拟主要有两种方法．利用这两种方法分别建立临时支撑卸载的有限元模型并在ANSYS中对这两个模型的卸载过程进行模拟和分析，从理论上和有限元分析结果上对这两种方法进行了探讨．     

Career education that works: an economic analysis using the British Cohort Study

There is significant policy interest in the issue of young people’s fractured transitions into the labour market. Many scholars and policy-makers believe that changes in the education system and labour market over recent decades have created a complex world for young people; and that this can partly be addressed by enhanced career education while individuals are at school. However, the literature lacks in-depth quantitative analysis making use of longitudinal data. This paper draws on the British Cohort Study 1970 to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26. The correlation is statistically significant on average across all students who receive talks at age 14–15; but remains the case for 15–16 year olds only if they also described the talks as very helpful.