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1.
We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroom interactions. We establish CASI measurement properties by analyzing panoramic videos of 4th and 5th grade classrooms from the Measures of Effective Teaching project, and argue for its significance in terms of achievement opportunity for minoritized students and needed evidence regarding equitable teaching. We frame ten dimensions of sociocultural interactions within three domains: Life Applications (i.e., connections with what students know and do outside of school); Self in Group (i.e., interdependence to motivate learning and foster social identities); and Agency (i.e., how freedom and choice are managed).
We demonstrate how measurement error is associated with raters, lessons, and lesson segments, and discuss implications for CASI refinement, as well as appropriate instrument uses to enrich learning opportunities for minoritized students across a variety of classroom settings. 相似文献
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Mark D. Weist Amy Goldstein Leslie Morris Tanya Bryant 《Psychology in the schools》2003,40(3):297-308
This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003. 相似文献
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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
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Priscilla Savopoulos Stephanie Brown Peter J. Anderson Deirdre Gartland Christina Bryant Rebecca Giallo 《Child development》2022,93(4):e396-e411
The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based longitudinal study between 2004 and 2016, this study examined the associations between IPV in infancy and cognition in middle childhood (at age 10). Results showed that IPV in the first 12 months of life was associated with lower general cognitive ability and poorer executive attention but not working memory skills. IPV in middle childhood (in the 10th year postpartum) was not associated with cognition. This study provides evidence for the long-term impact of early life exposure to IPV on children's cognition, and points to the importance of early intervention to optimize development. 相似文献
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Alyssa N. Bryant 《Research in higher education》2011,52(5):460-479
Based upon a national longitudinal dataset of 14,527 college students generated by the UCLA Spirituality in Higher Education
Project, this study used structural equation modeling to test the applicability of a model of ecumenical worldview development
for students of diverse genders, races, and worldviews. The model suggests that challenging co-curricular experiences and
the salience of religion and spirituality in academic encounters tend to provoke religious/spiritual struggles, which in turn
enhance ecumenical worldview. However, tests for model invariance revealed group differences in the applicability of the model.
Differences by gender and race/ethnicity are minimal in comparison to differences by worldview. 相似文献
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Sanjeev Shruthi Molly Mary Thabah Bobby Zachariah Vir Singh Negi 《Indian journal of clinical biochemistry : IJCB》2021,36(2):185
To study oxidative stress in systemic lupus erythematosus (SLE) by estimating serum oxidised LDL (OxLDL), 8-hydroxy-2′-deoxyguanosine (8-OHdG), malondialdehyde (MDA), and total anti-oxidant status and to correlate with SLE disease activity and disease damage. Eighty SLE patients satisfying the Systemic Lupus International Collaborating Clinics/American College of Rheumatology (SLICC/ACR) 2012 criteria and 80 healthy controls were studied. Exclusion criteria were infections, renal insufficiency, other connective tissue diseases, drug-induced lupus, smoking, alcohol consumption. Disease activity was measured by SLE disease activity index-2 K (SLEDAI), disease damage was quantified by SLICC-Damage Index (SDI). Sera was tested for OxLDL, 8-OHdG, and total antioxidant status (TAS) by double-antibody sandwich ELISA; MDA measured by Colorimetric assay. Oxidative stress markers were compared between group1- controls, group 2-mildly active SLE (SLEDAI ≤ 5), group 3- moderate to highly active SLE (SLEDAI ≥ 6). SLE patients had significantly higher MDA, 8-OHdG and lower TAS when compared to healthy controls, while OxLDL was similar in the three groups. MDA, 8-OHdG were significantly higher, TAS lower in group 3 compared to group 2. MDA had positive correlation with SLEDAI, TAS negatively correlated with SLEDAI. SLE with neuropsychiatric manifestations, vasculitis, anti-sdDNA antibodies had higher MDA, MDA/TAS ratio. SLE patients with thrombocytopenia, and vasculitis had higher OxLDL. Only OxLDL was significantly higher in those patients who have SDI > 1. SLE patients have increased oxidative stress measured by increases in MDA, 8-OHdG, and lower total antioxidant status that was associated with disease activity and some disease manifestations. However only OxLDL was associated with damage. 相似文献