教育, 热门类期刊, -365足球

how do caregivers perceive the world around their infants? a virtual task was created to assess how the perception of potential threats is influenced by parental experience and an infant's capacity to explore. sixty‐five parents (mage = 35.52, �male = 61.54, %white = 84.62) and 31 non‐parents (mage = 19.52, �male = 74.19, %white = 32.26) were recruited from ithaca, ny, a mid‐sized city in the northeastern

research shows that without relevant support from principals, special education teachers (sets), especially those of color, are more likely to move schools or leave the teaching profession altogether. yet, effective administrator support remains elusive, often due to school leaders lacking competencies to effectively address the unique needs of diverse sets. our study analyzed licensure data files

teacher well-being is crucially important given the inherently demanding and multifaceted nature of the teaching profession. this review aims to explore the relationship between teacher well-being and its antecedents using the job demands and resources model. a total of 58 articles with 494 effect sizes were included in this study. as expected, the results indicate job resources are positively correlated

being included in play and forming positive peer relationships are critical for children to meet their need to belong in early childhood education and care (ecec). loneliness and ostracism, then, threaten meeting this need. in this study, five-year-old children’s (n = 31,169) loneliness and ostracism were examined through ecec teacher observations. about one-sixth of the children were evaluated as

latine college students in the united states face increasing isolation in universities designated as hispanic-serving institutions (hsis). we contend that this pattern is not just a function of latine selection into particular universities. using enrollment data for public four-year undergraduate institutions from 1990 to 2019, we show that white student enrollment declines after universities cross

how does education–occupation mismatch shape racial/ethnic labor market inequality among highly educated workers? bridging the literatures on racial/ethnic discrimination and labor market signaling, we propose a new concept, “racialized signaling,” to explain inequality in the college-to-work transition, operationalized through education–occupation mismatch. we then use longitudinal data to examine

technological pedagogical and content knowledge (tpack) plays a central role for teacher training and measuring teachers’ preparedness for technology-enhanced teaching. hence, crafting a validity argument of the popular tpack self-assessments is key to facilitating evidence-based practices in these areas. however, the existing body of validity evidence abounds in divergent findings, for instance on

this stratified review of reviews evaluates the alignment of mental health and wellbeing interventions for higher education students within the university mental health charter's domains. a narrative synthesis of 341 studies was conducted, extracted from 265 reviews. interventions were stratified by the mental health charter's domains—live, learn, and support—and analysed for their impact on mental

physical disabilities can impact a person’s education. the first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. the objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive

examination of the effectiveness of an attention intervention using a randomized controlled trial for toddlers with suspected or confirmed autism spectrum disorder (asd). data was collected from alberta, ontario, and nova scotia, canada between february 2018 and february 2020 (halted due to covid‐19 pandemic). participants were 35 toddlers randomized to the attention condition (age at start: 25.49

following a transgression, forgiveness can restore power imbalances and repair damaged bonds, helping maintain important relationships. yet, we know little about which kinds of responses to transgression best foster forgiveness. across two studies, with 5‐ to 9‐year‐olds in the united states (n = 302; 159 female, 64.2% white, tested in 2022 and 2023), we explore children's evaluations of intervention

government-issued child care subsidies from the child care and development fund are a mechanism for providing equitable access to child care and early education in the united states. using two nationwide samples, the 2012 national survey of early care and education (nsece) and the 2019 nsece, we assess the relationship between features of early care and education centers and subsidy density, or the

although the number of arrests, court-processed cases, and the number of juveniles detained have dramatically decreased in recent decades, concern about repeat offending remains a persistent challenge. the authors examined predictors of offense severity, judicial disposition (e.g., diversion, prosecution, incarceration), and repeat offending. data were obtained on 65,064 juveniles born between 1995

timing of foster care placement, especially early in life, may have important implications for children's later academic functioning. given racial disparities in placement decisions, examining associations between age at foster care entry and school outcomes by race is warranted. to address this gap, linked, longitudinal administrative data were used for a cohort of infants involved with child protective

father involvement is increasingly recognized as critical in children’s early social-emotional development. however, the extent and nature of this association across different populations and contexts remain unclear. this meta-analysis aims to synthesize the evidence on the relationship between father involvement and children’s social-emotional competence in early childhood. additionally, it seeks

with rapid advancements in digital technology and the booming gaming industry, digital game-based learning (dgbl) has become a crucial research area in education. effective learning support in educational games could yield positive outcomes, while poorly designed learning support may hinder learner's flow and autonomy. prior research has often focused on evaluating its effectiveness but overlooked

this longitudinal study investigates metacognitive development in children aged four to six (n = 148; 74 girls; 106 white, 21 multiracial, 17 black, 3 asian, 1 latino; collected in 2017–2019) compared to adults (n = 26, 13 women; collected in 2022). we assessed metacognitive monitoring and control using experimenter‐elicited and self‐generated responses in decision‐making tasks. children demonstrated

students’ knowledge of micro-level education – specifically, their knowledge of how education is provided – may impact their perception of the learning environment, which is often ill-adjusted to the situation. this discrepancy may negatively affect learning. to ensure the effectiveness of learning environments, it is therefore essential to take into account students’ so-called ‘instructional knowledge’

understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. this paper advances a theoretically grounded, interdisciplinary conceptual framework—the multilayered systemic approach for policy analysis (msapa)—for research on systemic inequities related to the individuals with disabilities education act (idea)

we conducted a systematic literature review and meta-analysis to describe what is known about dual-certification, where teachers are certified in both special education and general education. from database, register, working paper, and citation searches, we identified 27 studies addressing four topics: (a) dual-certified teachers’ beliefs about instruction, preparedness, and students; (b) student sorting;

domain-specific, evidence-based curricula and job-embedded coaching have been called a “best bet” for improving instructional quality in public prekindergarten programs. however, implementation science studies that offer lessons for scaling this approach, including identifying potential stumbling blocks and how to address new demands on teachers’ working conditions, are relatively scarce. we addressed

difficulties with reading development have been well documented in samples of individuals with emotional and behavioral disorders (ebd). this study utilized a state-level dataset of early literacy skills in kindergarten students with ebd ( n = 522) to investigate the development of foundational reading skills across the kindergarten year. the study employed latent profile analysis and latent transition

research evidence reveals that note-taking is an effective strategy to learn from video lectures, but also that smartphone noises harm learning. both these important findings originate from on-site settings, such as in the classroom or lab, however. we therefore decided to address still-open questions about note-taking’s potential beneficial effects and smartphone noises’ potential detrimental effects

we used longitudinal staffing data from pennsylvania to explore differences in special education personnel attrition across personnel categories, individual characteristics, and district characteristics. special education administrators and school psychologists had the highest attrition rates among special education personnel, with special education administrators 6.4 percentage points more likely

in this conceptual paper, we introduce intersectional field analysis as a theoretical framework for understanding how power operates in the special education field broadly and how it affects immigrant families in their efforts to influence special education decisions for their children. we apply the framework, which merges key insights from intersectionality and field analysis to describe (a) special

this systematic review and meta-analysis rigorously investigate the relationship between digital literacy (dl) and self-regulated learning (srl) across a range of quantitative studies, adhering to the preferred reporting items for systematic reviews and meta-analyses (prisma) guidelines. analyzing data from 31 studies, the results reveal a moderate yet statistically significant correlation between

four‐month‐old infants extract ordinal information in number‐based and size‐based visual sequences, provided that magnitude changes involve increasing relations. here the ontogenetic origins of ordinal processing were investigated between 2018 and 2022 by testing newborns' discrimination of reversal in numerosity (experiment 1, n = 22 white, 11 females), numerical order in the presence of redundant

the acquisition of language skills is an important developmental task in early childhood. research suggests that the language skills of young students are related to the language skills of their peers in the classroom. however, this relation has not been explored in the context of targeted small-group (i.e., tier 2) instruction in early childhood. this study estimated the association of peer language

generative artificial intelligence (genai) tools such as chatgpt, claude, and gemini are increasingly being integrated into educational environments, prompting questions about their actual impact on student learning. while a growing body of literature reports anecdotal or correlational evidence of genai's educational potential, rigorous causal evaluations remain limited. to bridge this gap, this study

already in the early grades of primary school children develop notions of advanced mathematical concepts such as patterning, proportional reasoning, and probabilistic reasoning. however, there are large differences among children. we examined to which extent these differences could be explained by children’s general language abilities, mathematical language abilities, and their home environment (i

music is a powerful medium to study emotion recognition. however, findings are mixed regarding the proficiency of young children to detect emotion conveyed by music. moreover, we lack knowledge about music emotion recognition and callous‐unemotional traits, which portend risk for externalizing problems. the current study examined the performance of 144 children aged 3–5 years old (47.9% female; 34

this study examined the development of emotion understanding. children (n = 296, 157 boys, 139 girls) and parents (67% white, 8% black, 15% hispanic, 2% asian american, 6% biracial, 2% “other”) recruited from denver, colorado were observed annually for four years starting in 2019 (beginning mage = 2.44 years, sd = 0.26) discussing a wordless storybook featuring illustrated emoters expressing joy, sadness

some philosophers argue that reflection is key to rational thinking. by tying reflective thinking to language, they struggle to account for minimally verbal infants and exclude nonhuman animals. this study assessed processing of undermining defeaters—a basic form of reflective thinking—in 36 two‐year‐old british children (13 female; mage = 30.4 months, 98% white), 39 dogs (18 female), and 21 pigs (9

prioritizing what information to learn based on value is a critical developmental skill. across two studies, value‐based memory was assessed predominately in white children aged 6‐ to 7‐years‐old and 9‐ to 10‐years‐old using a nationwide sample collected between 2020 and 2023. children learned cue‐target associations worth varying point values. experiment 1 (n = 77, nfemales = 39) demonstrated that

the goal of this study was to identify the onset and magnitude of prediction of early cognition to adult socioeconomic outcomes. specifically, we were interested in examining which cognitive skills measured at 15, 24, 36, and 54 months predict educational attainment and salary at age 26. data (n = 1364, 52% male) included a diverse sample (76% white; 13% black; 6% hispanic; 5% other; 21% had incomes

previous research on promoting adolescent comprehension of text (pact) found significant student-level variability in outcomes. the current study examined a potential skill-by-treatment interaction with 1,376 eighth-grade students from 13 middle schools as part of a larger evaluation study. treatment students scored higher than control students on a measure of social studies content knowledge among

this study examines school-based pre-k (sbpk) versus center-based pre-k (cbpk) settings, focusing on subsequent access to disability supports, an underexplored area. specifically, we examine whether attending sbpk is associated with difference rates of disability diagnosis or receiving an individualized education program (iep) in elementary school, grades k through 5. using data from the early childhood

despite the ubiquity of variation in child development within individuals, across groups, and across tasks, timescales, and contexts, dominant methods in developmental science and education research still favor group averages, short snapshots of time, and single environments. the learning variability network exchange (levante) is a framework designed to enable coordinated data collection by research

this study aimed to develop and test a novel anti-racism program for white preschool-aged children: the gokar! (kids against racism) program. while there is an extensive literature focused on the presence and development of children’s racial attitudes, few studies have focused on explicit anti-racism programs for 4- and 5-year-olds. to address this gap, 114 child-caregiver dyads from across the united

this study investigated the associations between infant frontal eeg power (5 month), infant visual attention (10 month), and toddler executive functioning (ef; 24 month), extending previous research predominantly conducted with school‐aged children. data were collected from 410 typically developing children (51% female; 78% white, non‐hispanic) from the southeastern united states in 2003–2009. confirmatory

we examined the utility of two commonly employed measures of executive functions (efs) to aid early childhood educational researchers in their choice of ef measures and interpretation of results: the head, toes, knees, shoulders extended task (htks-e) and the brief inventory of executive functions – preschool version (brief-p). to do so, we examined convergent validity of the two measures, differences

this study explored the effectiveness of self-regulated strategy development in improving mathematical writing (mw) performance for three seventh grade students with mathematics difficulties (md). a total of 12 lessons were taught by a special education teacher, focusing on the utilization of prism✓ strategy to support students’ mw performance in multiplicative problem solving and reasoning. to assess

the purpose of this study was to explore the positioning experiences of muslim parents of children with disabilities in the special education process in the united states grounded in positioning theory. the participants were nine (five women; four men) who self-identified as muslim and parents of children with disabilities currently receiving special education services. the primary data sources were

this study investigates the effects of a flipped gamified self-regulated learning (srl) approach in an english as a foreign language (efl) classroom for first-year undergraduates. using a quasi-experiment with process mining approach, 177 students were divided into two groups: a gamified experimental group (n = 91) and a non-gamified control group (n = 86). the findings revealed that the gamified srl

digital human instructors (dhis) are revolutionizing higher education by providing personalized and interactive learning experiences. however, the adoption of dhis also brings about complex challenges related to teacher anxiety, particularly concerning professional security, ethics, and the broader implications of technology in education. addressing the barriers to dhi adoption is crucial for safeguarding

educators, families, and policy actors rely on federal and state special education law to inform many decision-making processes. vague eligibility criteria within the laws can result in conflict between school districts and parents. resulting due process hearing decisions can have important implications for future practice. one area of particular ambiguity and inconsistency is the disability category—other

fine motor skills (fms) have been intensely studied in developmental contexts, with little attention to their empirical structure and developmental changes. we tested the factor structure of fms on 5‐ to 10 year old children in two cohorts from 2020 to 2023, beginning in kindergarten and grade 2 and followed up 1 year later (n = 240 and 310, 49.7% female, 74.2% german). measures assessed dexterity

data-based instruction (dbi) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. however, teachers use dbi infrequently in practice. in a previous study, teachers reported supports such as coaching facilitated dbi implementation, whereas access to materials and external factors presented challenges. for this partial

assessing and supporting early childhood development is a global priority—however, our understanding of the developmental health of young children from lower and middle-income countries (lmics), including pakistan remains limited. using an urdu translation of the early years development instrument (edi), this study assessed the developmental health and vulnerability of 9,372 kindergarten-aged children

this paper aims to study the current status of stem application effectiveness and the impact of different moderating variables (subject areas, teaching periodicity, educational levels, teaching methods) on stem learning effectiveness, in order to propose future application trends of stem education. this study adopts the umbrella review approach to search and select 22 relevant meta-analyses published

increasing global diversity of children and families calls for developmental sciences to incorporate the dynamic interactions of race, ethnicity, culture, and other contextual experiences. however, navigating ecological and cultural theories defies our disciplinary‐based training. promoting interdisciplinary multisector research is necessary. with parenting as a lens, i described my journey toward

this study examines the distinct developmental trajectories of prosocial and rebellious behaviors in adolescence. using data from an accelerated three-wave project (2018-2022) among adolescents aged 9-22 years (n = 142, 63% female, middle-high ses, white european descent), trajectories of prosocial actions toward friends and peers, prosocial tendencies across multiple situations, giving to charities

the present study examined the role of gene-environment correlations in the association between parent-child similarity in negative emotionality and addressed whether it is mediated by negative or warm parenting, assessed when children were between 7 and 15 years old. participants included 843 children from 493 families in the colorado adoption project (48% female, 95% white, 5% hispanic). results

the ability to control movement is a core element of agency. previous studies of infant agency have focused on responses to sensory contingencies but neglected the importance of infants' control as a necessary indicator of agency. here, we test whether infants flexibly control their eye movements with a gaze-contingent eye tracking paradigm. infants aged 6-10 months (n = 45, 18 female, recruited in

this study examined how family processes related to the development of young children’s mastery motivation—specifically, their persistence in challenging tasks—vary across racial/ethnic groups in low-income families. we hypothesized that cumulative family hardships and subsequent parental distress would predict parents’ socializing behaviors (that is, autonomy supportiveness, cognitive stimulation

isolation from the peer social network can contribute to numerous adversities for children over time. the promoting early engagement, relationships, and socialization (peers) peer-mediated intervention was designed to address the specific needs of preschool-aged children who are experiencing social isolation in their classroom and who also exhibit relatively less-developed pragmatic language skills

retrieval practice is known to enhance long‐term memory retention, a phenomenon termed as retrieval practice effect. two experiments (nwhite = 202), showed that the effect was present in preschool age (5–6 years) and had a boundary condition, namely, amount of initial learning. specifically, there was a considerable effect only when children reached a sufficient retrieval success rate during practice