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2. The Changing Child Population of the United States: Analysis of Data from the 2010 Census. KIDS COUNT Working Paper
- Author
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Annie E. Casey Foundation and William O'Hare
- Abstract
This paper explores the nation's changing child population based on data from the 2010 census. While the number of U.S. children increased only slightly, the demographic shifts within the population were considerable. Some areas of the country (Nevada and Texas) and some demographic groups (including children of mixed race) grew significantly, while the number of children in other areas (Vermont and New York) and in other groups (such as non-Hispanic whites) declined. Appended are: (1) State Changes in Child Population 1990, 2000, and 2010; and (2) Distribution of Children (under age 18) by Race and Hispanic Origin: 2010. (Contains 16 tables, 3 figures, 1 chart and 30 endnotes.)
- Published
- 2011
3. Adventure Therapy and Adjudicated Youth. AEE White Papers
- Author
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Association for Experiential Education, Boulder, CO.
- Abstract
The most recent figures place the number of juvenile arrests in the United States at 2.11 million. (OJJDP, 2009). In some states, children as young as 10 years old are incarcerated for violent offenses. Crowded juvenile facilities are often unable to meet the needs of these large numbers of youth. The cost to treat offenders within long-term residential facilities is expensive. States spend anywhere from $4 million (in smaller states like Hawaii) to $450 million in larger states such as California on their annual juvenile corrections budget (freelibrary.com, 2010). Locked confinement in a state juvenile correction institution can run in excess of $60,000 annually (Tyler, Ziedenberg, and Lotke, 2006). As an alternative to incarceration for adjudicated youth, several forms of adventure therapy programming have been used. Most of these programs were developed around the premise that the structure of the adventure experience and associated facilitation could produce beneficial changes more effectively than time spent within a locked treatment facility. Just as the type of adventure therapy programs are mixed, so are the outcome research findings associated with juvenile delinquency. Several studies criticize adventure therapy with adjudicated youth for having insignificant or no lasting evidence of effectiveness, including Aos, Miller, and Drake (2006), Brown, Borduin, and Henggeler, (2001), Moote and Wodarski (1997), and Wilson and Lipsey (2000). As recognized in these studies, the key to unlocking the understanding of what is an effective adventure therapy program for juvenile delinquents is the inclusion of certain critical elements. Gass (1993), and more recently in Gillis and Gass (2010), identified seven key factors that seem to predominate the treatment elements of successful programs. These seven elements include treatment: (1) enhanced through action-oriented experiences, (2) centered on the use of unfamiliar client environments, (3) producing a climate of functional change through the positive use of stress, (4) highly informed with client assessment, (5) conducted in a small group, supportive atmosphere, (6) focused on solution oriented principles and techniques, and (7) that changed the role of therapist to remain more "mobile" to actively design and frame interventions.
- Published
- 2011
4. Family Policy in the US, Japan, Germany, Italy and France: Parental Leave, Child Benefits/Family Allowances, Child Care, Marriage/Cohabitation, and Divorce. A Briefing Paper Prepared by the Council on Contemporary Families.
- Author
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Henneck, Rachel
- Abstract
Within the last 50 years, the work-family-household arrangements upon which social policy systems in industrial nations were formulated have disappeared. This briefing paper examines how social policies of the United States, Japan, Germany, Italy, and France have responded. The paper is presented in two major sections. The first section describes family policies in each country concerning parental leave, child benefits/family allowances, child care, marriage/cohabitation, and divorce. The second section discusses the mixed effects of maternity leave on womens employment, the lack of a relationship between fertility and maternity leave and fertility and cash benefits, and factors that complicate the relationship between countries' social spending and child poverty. Job-protected maternity leave is described as the most basic entitlement reflecting public acknowledgment of the economic necessity of working motherhood. Analyses suggest that fertility rates do not seem responsive to cash benefits or other policies, such as extended maternity leave, that function as wages for motherhood. In countries where child care provisions are not widely available, lengthy paid leaves have the effect of bringing women into the home for long periods of time. The most important role of cash benefits is to reduce child poverty, as illustrated by patterns in the U.S., France, and Germany. The paper concludes by asserting that Western European nations family policy can be divided into two types, one in which the social welfare system provides a comprehensive array of universal family benefits and services, and the other in which benefits are nonuniversal and accompanied by higher child poverty rates. The United States fits neither of the European patterns and is characterized by several contradictions contributing to the lack of political support for families. (Contains 98 references.) (KB)
- Published
- 2003
5. IFLA General Conference, 1992. Division of Education and Research: Editors of Library Journals (RT); Section on Research in Reading; Section on Women's Interest in Librarianship; Section on Education and Training; Continuing Professional Education (RT); Section on Library Theory and Research. Papers.
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International Federation of Library Associations and Institutions, London (England).
- Abstract
The following 19 papers were delivered at the 1992 annual meeting of the International Federation of Library Associations and Institutions for the Division of Education and Research: (1) "Across the Frontiers: Impact of Foreign Journals in Library Science in India: A Citation Analysis" (M. A. Gopinath); (2) "Children and Reading in Israel" (I. Sever); (3) "Investigations into Reader Interest and Reading in Lithuania, 1918-1990" (V. Rimsa); (4) "Ethnic and Social Problems of Reading in Kazakhstan" (R. Berdigalieva); (5) "The USA Experience: Views and Opinions of an Asian American Librarian" (S. H. Nicolescu); (6) "The Implications for Libraries of Research on the Reading of Children" (M. L. Miller); (7) "Women's Status in Librarianship, the UK Experience" (S. Parker); (8) "Women's Interests in Librarianship, Resources on Women: Their Organization and Use" (H. Parekh); (9) "Information for Research on Women and Development" (A. Vyas); (10) "The Contribution of S. R. Ranganathan's Scientific School to the Informatization of Education for Library Science in the World" (J. N. Stolyarov and E. A. Nabatnikova); (11) "Library and Information Science Education Policy in India" (N. L. Rao and C. R. Karisiddappa); (12) "The Market in the Gap: Continuing Professional Education in the South Pacific" (J. Evans); (13) "Continuing Education Programmes for Teachers in Library and Information Science and Academic Library Professionals in South India" (A. A. N. Raju); (14) "Continuing Professional Education in China: A Decade Retrospective" (D. Xiaoying); (15) "Grounded Theory and Qualitative Methodology" (D. E. Weingand); (16) "Research in the Outskirts of Science: The Case of Mexico" (J. Lau); (17) "Society's Library: Leading to the Realization of the Five Laws--In Memory of Dr. S. R. Ranganathan" (L. Minghua); (18) "The Role of Library and Information Science Reviews in the Development of the Profession and Services" (M. Poulain); and (19) "Journal Publications in Africa: The Trouble with Authors and Readers" (L. O. Aina). Several papers are followed by references. (SLD)
- Published
- 1992
6. IFLA General Conference, 1992. Division of Libraries Serving the General Public: Open Forum; Section on Libraries Serving Disadvantaged Persons; INTAMEL (RT); Mobile Libraries (RT). Papers.
- Author
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International Federation of Library Associations and Institutions, London (England).
- Abstract
Nine papers delivered at the Division of Libraries Serving the General Public at the International Federation of Library Associations and Institutions 1992 annual meeting are presented. In addition to papers about libraries for disadvantaged persons, papers on services to children and young people and to the general public through mobile libraries, are presented. The following papers are included: (1) "UNESCO Public Library Manifesto" (B. Thomas); (2) "An Introduction to the International Guidelines for Library Services to Prisoners: Ze zitten hier niet voor hun zweetvoeten" (F. E. Kaiser); (3) "An Overview of Library Services in an Ageing Society: Emphasis on New Trends in Scandinavian Countries" (K.-J. Carlsen and K. Thulin); (4) "The Importance of Library and Reading in the Rehabilitation Process of the Disabled People" (F. Czajkowski); (5) "Multicultural Library Services for Immigrants in Queens County, New York" (A. A. Tandler); (6) "From Reading Promotion to Media Literacy--Public Library Services for Children and Young People" (I. Glashoff); (7) "Mobile Libraries in Finland--Culture Brought to Your Doorstep" (T. Haavisto); (8) "Mobile Libraries and the UNESCO Manifesto for Public Libraries" (T. H. Tate); and (9) "Mobile Library Service with a Special Reference to Delhi Public Library" (S. N. Khanna). (SLD)
- Published
- 1992
7. Doing Poorly: The Real Income of American Children in a Comparative Perspective. Luxembourg Income Study. Working Paper No. 127.
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Syracuse Univ., NY. Maxwell Graduate School of Citizenship and Public Affairs., CEPS/INSTEAD, Walferdange (Luxembourg)., Rainwater, Lee, and Smeeding, Timothy M.
- Abstract
This paper investigates the real living standards and poverty status of U.S. children in the 1990s compared to the children in 17 other nations, including Europe, Scandinavia, Canada, and Australia. The analysis is based on the Luxembourg Income Study database. It was found that American children have lower real spendable income than do comparable children in almost every other nation studied. In contrast, high income U.S. children are far better off than their counterparts in other nations. Persistently high child poverty rates were also found in the United States when compared with other nations. Demographic factors and the effectiveness of tax and transfer policies in reducing child poverty are also explored, and the paper concludes with a discussion of results and their policy implications. An appendix presents two tables of countries studied and poverty figures. (Contains 3 text tables, 8 figures, and 28 references.) (Author/SLD)
- Published
- 1995
8. The Causes and Consequences of Child Poverty in the United States. Innocenti Occasional Papers, Number 10. Special Subseries: Child Poverty in Industrialized Countries.
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United Nations Children's Fund, Florence (Italy)., Danziger, Sheldon, and Stern, Jonathan
- Abstract
This report addresses the sources and remedies for child poverty in the United States through a review of the effects of trends, policies, and changes in social relationships; and an analysis of data concerning poverty and children. An introduction sketches the present condition of children in poverty and the policies and attitudes of the past 30 years. The next section reviews trends in family incomes and poverty, pointing out the antipoverty effects of economic growth and government policies. It also focuses on poverty and income transfer recipiency among children, emphasizing the diversity of the poverty population and analyzing those who are and are not aided by income transfer programs. The third section analyses the effects of changes in family structure and family size on child poverty. The fourth section discusses evidence on persistent poverty and welfare receipt and examines the emergence of an urban underclass. The fifth section analyses some important consequences of poverty for child health and development: adolescent pregnancy and out-of-wedlock childbearing, infant mortality and low birthweight, and others. The paper concludes with an antipoverty agenda for the 1990s. Included are 9 tables, 7 graphs, and an 89-item bibliography. (JB)
- Published
- 1990
9. Emigration and Schooling among Second-Generation Mexican-American Children. Working Paper. WR-529
- Author
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Rand Corp., Santa Monica, CA., Rendall, Michael S., and Torr, Berna M.
- Abstract
Second-generation immigrants are typically analyzed under the assumption that, having been born in the United States, they grew up in the United States. We challenge this assumption by investigating the prevalence and patterns of second-generation Mexican-American children's migration to and return from Mexico during childhood, and consider the consequences of this migration for their schooling. Around 1 in 10 second-generation Mexican-American children live in Mexico for some of their childhood. Strong patterns of return to the U.S. throughout childhood, and especially in early adulthood, argue for their being considered as part of the Mexican-American second generation even when growing up in Mexico. The school enrollment of these emigrating children in Mexico is much lower than for those second-generation Mexican-American children remaining in the U.S. through childhood. The moderately negative selectivity of emigrating second-generation children explains little of their much lower school enrollment. We conclude that country of residence is a far more important determinant than either family background or migrant status. (Contains 4 tables and 4 figures.) [This paper is part of the RAND Labor and Population working paper series. It was made possible by the NIA funded RAND Center for the Study of Aging and the NICHD funded RAND Population Research Center. An earlier draft of this paper was presented at the 2007 meeting of the Population Association of America.]
- Published
- 2007
10. The Economic Costs of Poverty in the United States: Subsequent Effects of Children Growing Up Poor. Discussion Paper No. 1327-07
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University of Wisconsin-Madison, Institute for Research on Poverty, Holzer, Harry J., Schanzenbach, Diane Whitmore, Duncan, Greg J., and Ludwig, Jens
- Abstract
In this paper, we review a range of rigorous research studies that estimate the average statistical relationships between children growing up in poverty and their earnings, propensity to commit crime, and quality of health later in life. We also review estimates of the costs that crime and poor health per person impose on the economy. Then we aggregate all of these average costs per poor child across the total number of children growing up in poverty in the U.S. to estimate the aggregate costs of child poverty to the U.S. economy. Our results suggest that "the costs to the U.S. associated with childhood poverty total about $500 billion per year, or the equivalent of nearly 4 percent of GDP." (Contains 35 footnotes.) [This report was prepared for the Task Force on Poverty at the Center for American Progress.]
- Published
- 2007
11. Child Support in the United States: An Uncertain and Irregular Income Source? Discussion Paper No. 1298-05
- Author
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Wisconsin Univ., Madison. Inst. for Research on Poverty., Cancian, Maria, and Meyer, Daniel R.
- Abstract
In all developed countries, single-parent families are particularly vulnerable to poverty. In contrast to many European countries that provide some guaranteed income support for children, the United States has emphasized private responsibility, increasingly requiring child support from the other parent. The reliance on a private approach raises several questions concerning the adequacy and distribution of child support. Using detailed administrative records for virtually all mothers with new child support orders in one U.S. state in 2000, we analyze child support receipts over the subsequent three years. We find that most mothers with child support orders receive support, and many receive substantial amounts. However, the amount received varies substantially from year to year. Moreover, we find substantial instability within years--a characteristic of private support that has been difficult to measure with prior data. Our analysis of child support outcomes across the income distribution shows remarkably similar proportions of families receiving at least some support. Considering amounts received over the distribution of pre-child-support income, we find a U-shaped pattern, with amounts declining slightly with income over the first three deciles, and then increasing steadily. Lower-income families are also less likely to receive regular child support. Nonetheless, child support plays an important role in the income packages of many low-income families, reducing pre-child-support poverty rates by 16 percent and closing the poverty gap by an average of 44 percent in 2001.
- Published
- 2005
12. Two Americas: Racial Differences in Child Poverty in the U.S. A Linear Trend Analysis to the Year 2010. Research in Progress Working Paper.
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Tufts Univ., Medford, MA. Center on Hunger, Poverty and Nutrition Policy., Cook, John T., and Brown, J. Larry
- Abstract
This analysis is the third in the Center's series on child poverty in America. The first part of this study is a historical view of trends in child poverty by race and Hispanic origin for children in families below the age of 18 years. The second part presents projections of child poverty rates and levels for the three largest racial groups to the year 2010, based on Census Bureau poverty data. Increasing numbers of corporate leaders are recognizing the critical importance of healthy, well-nourished, and well-educated children for the viability of the work force. There is growing concern over recent findings on the relationships of poverty-related conditions such as undernutrition and social deprivation to cognitive deficits and academic failure. It is also recognized that without healthy and productive families, children in poverty experience diminished opportunities through cognitive impairment, inadequate education, lack of basic skills, reduced job performance, and increased morbidity and mortality. Projections suggest that if current trends continue child poverty will increase dramatically for White, Black, and Hispanic American children. By the end of the first decade of the twenty-first century, half of all Black children and more than half of all Hispanic American children will be impoverished. Three tables and six figures present information about poverty trends. (Contains 25 references.) (SLD)
- Published
- 1993
13. Pediatric Type 1 Diabetes: A Bibliometric Analysis of the 100 Most-cited Publications.
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Dayal, Devi, Gupta, Brij Mohan, Mamdapur, Ghouse Modin, Vaishya, Raju, Gupta, Atul, and Bansal, Madhu
- Subjects
TYPE 1 diabetes ,SERIAL publications ,SOCIAL network analysis ,INTERPROFESSIONAL relations ,MENTAL illness ,DESCRIPTIVE statistics ,TREATMENT effectiveness ,CITATION analysis ,PEDIATRICS ,MEDICAL research ,BIBLIOMETRICS ,QUALITY of life ,PSYCHOLOGICAL stress ,DATA analysis software ,GENETICS ,MENTAL depression ,DISEASE complications - Abstract
Background: The most impactful research on pediatric type 1 diabetes (T1D) remains unknown. Objective: We aimed to evaluate the characteristics and impact of the 100 most-cited articles on pediatric T1D. Materials and Methods: Using a predefined bibliometric strategy, the Scopus database was searched for high-cited papers (HCPs) published from 2001 to 2020. Articles were evaluated for data on the publication year, countries, authors, journals, topics, and types. Social network analysis was performed to visualize the interaction among countries, organizations, and authors using VOSviewer software. Results: The top 100 HCPs received 390 to 4634 citations, averaging 773.5 citations per paper (CPP). The funded HCPs (n = 50) had a higher impact (CPP 791.5). The majority of HCPs (n = 83) were collaborative. Classifying by research type, 65 studies were clinical (n = 65), risk factors (n = 27), epidemiology (n = 26), pathophysiology (n = 16), treatment outcome (n = 13), genetics (n = 12), complications (n = 3), quality of life (n = 2), and prognosis (n = 1). The number of authors involved was 1,101, affiliated with 545 organizations in 27 countries; the USA (n = 64) and the UK (n = 24) were the most productive countries, whereas Australia and the UK were the most impactful. D.M. Nathan and J.M. Lawrence were the most prolific authors, while P. Raskin and J.M. Lachin were the most impactful. Conclusions: High-income countries such as the USA, UK, and Australia contribute significantly to high-impact pediatric T1D research. Funding and collaboration improve the impact of citations in publications. Less researched areas such as treatment outcomes, genetics, complications, quality of life, and prognosis should be the focus of future research on pediatric T1D. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
14. Children's Libraries Section. Libraries Serving the General Public Division. Papers.
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International Federation of Library Associations, The Hague (Netherlands).
- Abstract
Papers on children's services, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "Education and Training of Children's Librarians: An Investigation" by Eva Glistrup (Denmark), which presents preliminary results from a 1982 survey of institutions in 30 countries (30% response rate) showing a general lack of adequate educational programs for children's librarianship; (2) "Annual Report of the Activities of the Section of Children's Libraries" by Genevieve Patte (France), which focuses on children's reading and library projects sponsored by IFLA in developing nations; (3) "Meet the Future with Video," in which A. M. Kylberg (Sweden) describes the widespread use of video recordings in Sweden and trial projects providing educational video programs for children and adults in public libraries; (4) "Informatique et Education avec le Langage LOGO (Information Technology and Education with the Computer Language LOGO)," in which Fatimata Sylla (Senegal) describes a pilot project conducted by the Senegalese Institute of Research in Mathematics and Applied Information Science to assess the psychological, pedagogical, sociological, and epistemological impact of LOGO and microcomputer usage on primary school children aged 8 to 11 years (paper in French); and (5) "Video and Youth Services in the Public Library," in which Emma Cohn (United States) discusses reasons for and methods of providing video services in public libraries and in educational systems, and describes specific examples from the United States and France. (ESR)
- Published
- 1983
15. Children's Libraries Section. Libraries Serving the General Public Division. Papers.
- Author
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International Federation of Library Associations, The Hague (Netherlands).
- Abstract
Papers on school and children's libraries which were presented at the 1982 International Federation of Library Associations (IFLA) conference include: (1) "Learning to Learn in the Street," a description by B. Lang (France) of "street libraries" and other institutions designed to introduce economically disadvantaged children to books and other sources of knowledge; (2) a report on recent activities of IFLA's Children's Libraries Section; (3) "Library Services for the Disadvantaged Children in the United States of America," an overview of these services by Nita Vegamora Norman (United States) based on a 1982 survey of 652 randomly selected public libraries and information published in library literature from 1975 on; (4) "The Centralized Automation of National Centres to Networking in School Libraries," a discussion by D. Reumer (Netherlands) of the benefits and services of national institutions which provide central services to school libraries such as publication acquisition, storage, retrieval, processing, and loan; (5) "Orientation and Extension of a Programme of Mini-Libraries in Venezuela," a description by Bruno Renaud (Venezuela) of Venezuelan cultural aims and the development of the fledgling mini-library program which provides library services for Venezuelan children and adults; and (6) "School Libraries and Networking in North America: Principles and Problems of Participation," an overview by Donald C. Adcock (United States) of factors which inhibit school participation in networks. (ESR)
- Published
- 1982
16. Library Service for Children in the USSR. Reaction paper by Marilyn L. Miller.
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Kobzarenko, N. S.
- Abstract
The development and management of children's libraries and library services in the USSR are discussed by N.S. Kobzarenko, State Republican Library for Children of the Ukraine, and comparisons and contrasts between that system and the U.S. system are outlined. Kobzarenko notes that library services for children, established along directives from V.I. Lenin, exist to help schools ensure educational process, to aid in the development of a child's personality and morals, and to assist parents, teachers, and educators with questions regarding children's reading. Materials are regulated through a centralized State library system which publishes books through its own publishing houses. Librarians are trained in the guidance of reading using various detailed methods and programs. The improvement of professional skills of the staff is recognized through methodical centers for research and through government standards. Marilyn Miller, from the University of North Carolina School of Library Science, points out that library services in the United States and the USSR reflect each nation's ideological, social, and economic philosophies while both are dedicated to the welfare of the children served. Objectives for public library service, programming, and collections are compared. (CWM)
- Published
- 1979
17. "We're Playing Sisters, on Paper!": children composing on graphic playgrounds.
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Dyson, Anne Haas
- Subjects
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ETHNOLOGY , *CHILDREN , *CLASSROOMS , *SOCIOECONOMICS - Abstract
In this paper, I draw on two childhood ethnographies to ask basic questions about the foundation of child writing. The first question is, where does writing come from in young children's lives? Answering this question will lead us to childhood play as the foundation of writing. The second question is, how do educators negotiate an inclusive, playful classroom culture in racially divisive and neoliberal times? This question will lead to a critical consideration of forming an inclusive culture in a racially and culturally diverse classroom. In this time of uniform, mandated curricula, rampant in the United States and elsewhere, and of the dismissive attitude towards play and towards childhood diversity (e.g., in race, culture and socioeconomic class), it is worth revisiting basic questions about the beginnings of writing in childhoods. The questions are relevant whether a child is writing on paper, screen, slate, or sand. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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18. How to Apply European and American Guidelines on High Blood Pressure in Children and Adolescents. A Position Paper Endorsed by the Italian Society of Hypertension and the Italian Society of Pediatrics.
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Genovesi, Simonetta, Parati, Gianfranco, Giussani, Marco, Bona, Gianni, Fava, Cristiano, Maffeis, Claudio, Ferri, Claudio, and Giordano, Ugo
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BLOOD pressure , *HYPERTENSION , *MEDICAL protocols , *CHILDHOOD obesity , *PEDIATRICS , *REFERENCE values , *ADOLESCENCE , *CHILDREN - Abstract
Children are defined as hypertensive when their blood pressure values equal or exceed the 95th percentile of the blood pressure value distribution in a pediatric population, according to gender, age and height. The population on which reference tables are based is of fundamental importance to establish the threshold values for the diagnosis of hypertension in pediatric age. Before 2017, both American and European guidelines used nomograms created in the same reference population which included children of all weight classes. Given the close and well-known association between hypertension and excess weight in childhood, the 2017 American guidelines proposed new reference nomograms excluding subjects with overweight and obesity from the "historical" reference population. Furthermore, the new American guidelines suggested a fixed cut-off of 130/80 mmHg, starting from 13 years and regardless of gender and height, to make the diagnosis of hypertension. In this document, the Italian Hypertension Society (SIIA) and the Italian Pediatric Society (SIP) jointly discuss a number of issues raised by the new American guidelines that involve the entire medical community, and also address the definition of arterial hypertension in the transition phase between childhood and adulthood. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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19. Ideal Standards for Policy on Student Self-Harm: What Research and Practice Tells Us
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Matthews, Emily L., Townsend, Michelle L., Gray, Annaleise S., and Grenyer, Brin F. S.
- Abstract
School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm. This paper critically reviews policies published in English targeted for schools or education settings on effective early identification and intervention for children and adolescent self-harm. A grey literature search was conducted using "Start Page" web search engine with a documentary analysis approach applied to review polices that met criteria. The review identified 16 policies that aim to help school and education staff to identify and respond to student self-harm. The key themes include identification and risk assessment, intervention, roles and responsibilities, as well as addressing issues surrounding evidence-based psychological education and intervention. An evidence-informed policy that addresses multiple aspects of responding to and reducing student self-harm may be a vital foundation of a school's response to this growing public health issue. This paper outlines key points that will help inform the development of evidence-informed guidelines for schools to respond to student self-harm and presents an exemplar policy framework for use by schools.
- Published
- 2021
- Full Text
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20. Bias and Sensitivity to Task Constraints in Spontaneous Relational Attention
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Murphy, Ashley N., Zheng, Yinyuan, Shivaram, Apoorva, Vollman, Elayne, and Richland, Lindsey Engle
- Abstract
Two studies examined factors that predicted children's tendencies to match objects versus relations across scenes when no instruction was given. Study 1 examined a) age and b) nationality as a proxy for cultural differences in experiences with relations. The results showed that Chinese and U.S. children across ages all showed an initial bias to match objects versus relations across scenes. However, older children in both regions were more likely to notice features of the task that indicated relational matches were a more reliable solution and shifted their responding toward relations over time. Study 2 replicated the object mapping bias and age effects within U.S. children while also examining the impact of directly manipulating children's relational experiences. Before the main scene mapping task children did a relation-generation task known to prime attention to relations (Simms & Richland, 2019). This did not override the initial bias toward object mapping, but magnified the role of age, making older children increasingly sensitive to task features that prompted relational matches, further shifting their responding toward relations over time. [This paper will be published in "Journal of Experimental Child Psychology."]
- Published
- 2021
- Full Text
- View/download PDF
21. National Policies for Library Services to Visually Impaired and Other Print Handicapped Children.
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Skold, Beatrice Christensen
- Abstract
This paper presents the results of a survey that investigated which countries follow the United Nations recommendations by having a national policy for library services to visually impaired and other print handicapped children. Questionnaires were distributed to the 78 members of the IFLA (International Federation of Library Associations and Institutions) Section of Libraries for the Blind, and responses were received from 22 members, representing 17 countries. Results showed that Denmark, the Netherlands, Norway, Russia, South Africa, Sweden, and the United States have adopted such a national policy. The following criteria were used to characterize a national policy: legislation; goal of production/criteria for selection; information such as union catalogs or national bibliographies; lending by a library network; cooperation with schools for the visually handicapped; trained staff; and publicly funded services. Responding countries that lack a specific national policy for library services to visually impaired children were Belgium, Botswana, Canada, Finland, Iceland, Ireland, Israel, Japan, Switzerland, and the United Kingdom. (MES)
- Published
- 1999
22. Curriculum Planning for the Development of Graphicacy
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Danos, Xenia
- Abstract
The paper describes the importance of graphicacy as a key communication tool in our everyday lives. The need to better understand the development of graphicacy and its use in the school curriculum is emphasised. The need for a new research tool is explained and the development of a new taxonomy of graphicacy is described. The use of this tool within a methodology researching the significance of graphicacy in the curriculum is introduced. An overview of prior research concerning how children deal with graphicacy is also provided. The paper then discusses the results reported in the context of this prior research. The paper illustrates how graphicacy can affect children's learning; identifies cross-curricular links involving different areas of graphicacy and consequential transfer opportunities; illustrates how the implementation of a curriculum policy for graphicacy could influence students' learning; demonstrates the magnitude of the research opportunities in relation to graphicacy within general education curricula and suggests the need for collaboration in order to effectively pursue these substantial research agendas.
- Published
- 2013
23. We Need to Communicate! Helping Hearing Parents of Deaf Children Learn American Sign Language
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Weaver, Kimberly A. and Starner, Thad
- Abstract
Language immersion from birth is crucial to a child's language development. However, language immersion can be particularly challenging for hearing parents of deaf children to provide as they may have to overcome many difficulties while learning American Sign Language (ASL). We are in the process of creating a mobile application to help hearing parents learn ASL. To this end, we have interviewed members of our target population to gain understanding of their motivations and needs when learning sign language. We found that the most common motivation for parents learning ASL is better communication with their children. Parents are most interested in acquiring grammar knowledge through learning to read stories to their children. (Contains 1 figure and 2 tables.)
- Published
- 2011
24. Sick at School: Teachers' Memories and the Affective Challenges That Bodies Present to Constructions of Childhood Innocence, Normalcy, and Ignorance
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Sonu, Debbie, Farley, Lisa, Chang-Kredl, Sandra, and Garlen, Julie C.
- Abstract
Longstanding impressions of children as innocent to human frailty, alongside the emphasis on efficiency and management in schools, play undeniable roles in the way teachers engage with children experiencing death and illness. This paper draws from a larger study of 116 written childhood memories from prospective teachers and practitioners enrolled across four universities in Canada and the United States and focuses on the 12 memories that specifically reference childhood experiences with death or illness. Bearing witness to death evoked a range of participant responses, including guilt and shame, a sense of childhood immaturity, or the need to "grow up" in the face of mortality. In contrast, memories of illness almost always occurred in school, featuring a neglectful teacher or adult figure with anxiety about disrupting normalcy and order. Drawing on affect studies and psychoanalysis, our examination surfaces three repeating motifs: (1) the management of the bodily 'normal' in school, (2) the appeal to childhood innocence as a refusal of affective experience, and (3) the abjection of illness as an opening to thinking about vulnerability in education. Although these memories account for a small portion of the overall collection, they linger in our minds as significant, made even more so by the current context of COVID-19. For educators, the challenge may be how to engage with children as they attempt to make sense of the turmoil they are living, all of which may require teachers to support a wide range of childhood experiences unburdened by the ideal of innocence. A study of these tropes demonstrate the affective challenges that bodies pose to education, and open critical ways to think about the relationship between illness, childhood, and education as the ethical ground to reimagine post-pandemic schooling.
- Published
- 2022
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25. Making a Racial Difference: A Foucauldian Analysis of School Memories Told by Undergraduates of Color in the United States
- Author
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Sonu, Debbie
- Abstract
This paper draws from the writings of Michel Foucault and his recently reconsidered provocations on race and racialization. Using Foucault's definition of 'internal racism,' race is understood as a complex set of correlations that are employed for the purpose of establishing (ab)normality and exercising various forms of expulsion. Racialization is then seen as the circulation of knowledge that makes racial categorization evident as scientific truth, linked to themes of science, developmentality, and the governing of population. To illustrate its subjective materialization, I analyze childhood memories of school told by undergraduates of color at one large public university in New York City. In what follows, I present three narratives that exemplify the production of difference and abnormality, as a biopolitical strategy with racial significance, arguing that positivist school reforms and developmental theories in education cannot be thought of as separate from the mobilization of racial identity and experience. At its end, I argue that we must unravel our familiar ways of thinking about race and push against the constructs of normality that can have detrimental effects on everyday economic, political and social life.
- Published
- 2022
- Full Text
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26. Education without Compulsion: Toward New Visions of Gifted Education
- Author
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Grant, Barry
- Abstract
The aim of this paper is to induce doubt about the ethical rightness of compulsory education laws and inspire educators to imagine and begin to make a world in which there are many different forms of gifted education. The paper does this in three ways. It paints a polemical picture of gifted education as a minor variation on public schooling and describes the contradictions and limitations this entails. It presents a short history of education in the United States to support the claim that compulsory schooling aims to shape the character of children in the interests of religion, government, corporations, and other groups. It argues that compulsory schooling is inconsistent with the liberal democratic value of the right to self-determination. The paper also offers a conception of education for self-development as one vision of what gifted education could be were it freed from the strictures of compulsory schooling.
- Published
- 2005
27. Healthy Weight: Community Outreach Initiative. Strategy Development Workshop Report (Bethesda, Maryland, February 17-18, 2004)
- Author
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National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD.
- Abstract
The National Heart, Lung, and Blood Institute (NHLBI) Obesity Education Initiative (OEI) convened a two-day meeting to help develop a national public education outreach initiative to help reduce and prevent overweight and obesity in the United States. This Strategy Development Workshop, held on February 17-18, 2004, convened more that 70 public health leaders, nutritionists and dieticians, food industry experts, health communicators, youth marketing experts, park and recreation officials, and others from professional societies and constituency groups. The Workshop proceedings illuminated the complexity of the factors leading to weight gain; the many environmental and societal influences on the eating and physical activity habits of various population groups; and the community-based strategies that might encourage healthier habits. The objectives of the Workshop were to examine community-based obesity best practices; help determine the unique niche for the new NHLBI Healthy Weight Initiative (HWI); recommend appropriate and effective program strategies and interventions; and identify potential program partners and partnership opportunities. Texts presented at the meeting and contained herein are as follows: (1) Obesity: What are the Challenges, Obstacles, and Strategic Considerations? (Marian Fitzgibbon); (2) The Basic (Care and) Feeding of Homo Sapiens: Are We Truly Clueless About Weight Control? (David L. Katz); (3) CardioVision 2020: A Community Responds to the Obesity Epidemic (Thomas E. Kottke); (4) From Clinical Trial to Public Health Practice: Translation and Dissemination of the Coordinated Approach to Child Health (CATCH) (Deanna M. Hoelscher and Peter Cribb); (5) Youth Marketing and Public Health Messaging (Peter Zollo and Richard Ellis); (6) Talk-Show Session: Feedback From the Field (William A. Smith, Ezra D. Alexander, III, Lisa Bailey-Davis, Kathy Burkhardt, Monica Dixon, Kristy Hansen, Molly M. Michelman, and Anita Pesses); (7) Carousel Brainstorming: Facilitated Small-Group Sessions; (8) When Obesity Is More Common Than Not: Developing a Culturally Positive Approach (Shiriki Kumanyika); (9) Environmental Factors: Disparities in Access to Healthy Foods and Active Living (Jeane Ann Grisso); (10) Is Increased Weight Discrimination Acceptable Collateral Damage in the War on Obesity? (Lynn McAfee); and (11) Closing Session: Workshop Wrap-Up and Next Steps (Marian Fitzgibbon and Karen Donato). Appendices present a participant list; strategy development workshop agenda, participant guidelines for small-group carousel brainstorming; and graphic representations of presentations.
- Published
- 2005
28. The Ripple Effects of US Immigration Policy on Refugee Children: A Canadian Perspective
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Suleman, Shazeen, Minhas, Ripudaman, and Barozzino, Tony
- Abstract
With over 1 in 5 Canadians identifying as an immigrant, Canada has been proud to call itself a nation of immigrants with a commitment to supporting refugees, from accepting thousands of Vietnamese refugees in the 1970s to Syrians fleeing civil war in 2015. In 2017, 44,000 refugees came as government-sponsored or privately sponsored refugees, having been offered permanent residency in Canada prior to arrival. Fewer arrive as asylum seekers -- 24,000 in 2016, 40% of whom arrived via the Canada-US border. Given Canada's geographic location, individuals may arrive by air, sea, or land across the longest shared land border in the world with the United States. In 2011, Canadian officials reported 4,205 claims made at this border. This number nearly quintupled in 2018, with 19,085 claims, totaling nearly 40,000 asylum claims since 2016 and coinciding with the changes in US governmental administration and their immigration and temporary resident policies. Families reported that for them, the US was no longer safe and they sought asylum in Canada. Due to the Safe Third Country Agreement, which does not permit asylum claims from the United States at official border crossings, many asylum seekers have crossed through unofficial border crossings, most of them in the provinces of Quebec and Manitoba. This article touches upon a number of issues that have come to light with the rising numbers of children who are asylum seekers trickling across the US-Canada border.
- Published
- 2018
29. Evaluation of Child Health Services: The Interface Between Research and Medical Practice.
- Author
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Fogarty International Center (DHEW/PHS), Bethesda, MD., Bosch, Samuel J., and Arias, Jaime
- Abstract
This monograph derives from a conference sponsored by the Fogarty International Center for Advanced Study in the Health Sciences. The goals of the conference were (1) to establish channels of communication between health care evaluators from different disciplines and from different countries in the Americas, and (2) to promote an exchange of information and experience in evaluation techniques: comparing approaches, methods, needed resources, difficulties, achievements, and failures. Of primary concern was the need for a current evaluation of maternal and child health services delivery systems and the implications of this evaluation for health professional education in the Americas. The monograph consists of five position papers on child health care, 10 papers on case studies involving different methods of evaluation and different types of child health care programs, followed by discussions, and two papers on uses of evaluation in education. The contributors, representing a variety of perspectives and backgrounds, include experts in evaluation, health care, social science research, education, policymaking, and economics. (Author/SS)
- Published
- 1978
30. Social Change, Socio-Economic Status, and the Development of Self-Direction in Children: A Comparison of Russia, Estonia, and the United States.
- Author
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Tudge, Jonathan, Hogan, Diane, Tammeveski, Peeter, Kulakova, Natasha, Meltsas, Marika, Snezhkova, Irina, and Putnam, Sarah
- Abstract
This study used a Vygotskian perspective to compare child rearing values and beliefs of parents, especially in regard to self-directed activities of children, in the United States, Russia, and Estonia. Participating were 60 families, evenly divided by society and social class (middle or working class), each with a child between 28 and 45 months old. Families were located in Greensboro, North Carolina; Obninsk, Russia; and Tartu, Estonia. Interview and questionnaire data were collected from parents, and observational data were obtained from children observed in their everyday activities for 20 hours during 1 week, focusing on academic lessons, skill/nature lesson, play with academic objects, and conversation with adults. Findings indicated that middle-class parents rated self-direction higher, and control and discipline lower, than working-class parents, and were less likely to be concerned with spoiling their children by giving attention than were working-class parents. There were no cultural differences in parent values and beliefs. Children in Obninsk and Tartu were far more likely than those from Greensboro to be involved in skill/nature lesson. Middle-class children were more likely than working-class counterparts to be involved in academic or skill/nature lessons, except in Obninsk, where there were no social class differences in academic lessons. Middle-class children were more likely to initiate the activities of interest than were their working-class counterparts. (Contains 17 references.) (KB)
- Published
- 1997
31. A Comparison of Self-Regulated Problem-Solving Awareness of American and Korean Children.
- Author
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Gorrell, Jeffrey, Hwang, Young Suk, and Chung, Kap Soon
- Abstract
As part of a cross-cultural investigation of self-regulated learning, this study investigated American and South Korean children's knowledge of appropriate self-regulation in a variety of settings. Participating in the study were 120 South Korean and 95 American children, nearly equally divided between males and females in each of 3 grades--first, third, and fifth. Children were presented with 20 hypothetical situations highlighting self-regulation issues related to problem solving within and outside the classroom. Six personal self-regulation questions followed. Two raters separately coded children's responses into five categories: no strategy, direct effort, active practice, help from others, and other strategies. Results indicated that Korean children had higher self-regulation scores on non-school-based problems than American children, whereas American children had higher self-regulation scores on school-based problems than did Korean children. Third and fifth graders had higher self-regulation scores than first graders. Cultural differences were evident in the type of strategies selected for problem solving. Grade differences support a developmental trend in metacognition for older children to have more elaborate and advanced understanding of learning strategies. (Two appendices include the interview questions and description of log-linear analysis techniques. Contains 25 references.) (KB)
- Published
- 1996
32. The Child's Right To Play.
- Author
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Morris, Beverley
- Abstract
This paper argues that play is an important and fundamental educational process and that the child's right to play should be respected. The paper also comments on the 1990 Tokyo International Conference on the Child's Right to Play. Several issues related to children's play, both in and out of school, are discussed. The focus is on the state of children and play in New Zealand, but examples from several other countries are also provided. The issues discussed concern: (1) the space reserved for children's play; (2) the importance of playmates in the process of learning social skills; (3) the role of adults in children's play; (4) the child's right to play in safety; (5) dangers of crossing the street in traffic; (6) sexual abuse; (7) play as a therapeutic process for sick or hospitalized children; (8) toy-lending libraries; (9) concerns about war toys; (10) racism and sex stereotyping; (11) computer games; and (12) the importance of creative play. (GLR)
- Published
- 1991
33. A Comparison of Performance on Piagetian Tasks among Japanese and Anglo-American Children Six Years of Age Who Were Exposed to One Language and Two Languages.
- Author
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Horgan, Noriko Saito and Hayes, Mabel
- Abstract
This study explored the extent of measurable differences in performance on Piagetian tasks among six year olds who are exposed to one or two languages. Subjects (N=120) were divided into four groups: (1) native English-speaking Anglo-Americans who live in the United States; (2) native Japanese-speaking Japanese who live in Japan; (3) native English-speaking Anglo-Americans who are exposed to Japanese and live in Japan; and (4) native Japanese speaking Japanese who are exposed to English and live in the United States. Nine null hypotheses were formulated to test for significant differences among the groups on the performance of three different Piagetian tasks which were individually administered. The F-test (p<.01), Q-test (p<.05), and t-test (p<.01) were used for underlying distribution of the test statistics. All subjects (Japanese and American) exposed to two languages performed significantly better on the three Piagetian tasks as compared to subjects exposed to one language. There were no significant differences in performance on the three Piagetian tasks between: (1) Japanese with one language/one culture and Anglo-Americans with one language; and (2) Japanese with two languages/two cultures and Anglo-Americans with two languages. Two tables are included. (Contains 68 references.) (Author)
- Published
- 1994
34. Ole Ivar Lovaas--His Life, Merits and Legacy
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Özerk, Kamil, Vea, Gunvor Dalby, Eikeseth, Svein, and Özerk, Meral
- Abstract
Ole Ivar Lovaas (1927-2010) is known worldwide for his research within the field of Applied Behavior Analysis, and is probably the most influential researcher within the field of treatment of children with autism. In the first part of this biographically oriented paper, we inform the readers about his family background, childhood, elementary and secondary school years, and his adolescent years during World War II in his first homeland, Norway, based on archival research and interviews. In the second part, we describe his life, academic studies, research and successes in his second home country, the United States. Finally, we briefly recount the impact Lovaas has had on the field of Applied Behavior Analysis and the treatment of and services for children with autism spectrum disorders in Norway and in the North America.
- Published
- 2016
35. Using the Notion of a Central Conceptual Structure To Explain the Development of Children's Understanding of Human Behaviour.
- Author
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McKeough, Anne
- Abstract
By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)
- Published
- 1993
36. Challenges in HIV/AIDS Education: Implementing a Program Placing the HIV Positive Child into the Classroom.
- Author
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Heimann, G. Allen
- Abstract
This presentation transcript discusses the roles of schools and the public following the enrollment of ten elementary and secondary school students who have AIDS in Windsor, Ontario, Canada. The processes used to allow the children to enter or re-enter the classroom with minimal conflict are discussed. Since the opportunities for transmission of the virus are negligible during the school day, the public needs to know that extraordinary measures are not required to protect students and that the afflicted students need not be identified. The writer recommends that public meetings be held off school grounds to move focus away from the school and to allow for peripheral issues surrounding AIDS, such as adolescent sexual activity and drug use. School staff also have concerns, particularly about their risk of exposure, and teachers and administrators must be prepared to discuss the issue. Six figures highlight points made in the presentation. (RJM)
- Published
- 1993
37. Towards a Typology of Touch in Multisensory Makerspaces
- Author
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Friend, Lesley and Mills, Kathy A.
- Abstract
This research examined the role of touch in creative media production in the context of educational and community makerspaces. Touch, while only recently explored in digital media production, is a crucial perceptive sense through which to experience the world, particularly in two- and three-dimensional making, and to explore texture, temperature, and vibration. As an embodied experience through the hands, fingers, and other body parts, touch affords knowledge and agency. This paper describes research that investigated how students, ages 8-13, used touch to make media. The findings illustrate how different touch types--explorative, creative, auxiliary, evocative, orchestrated, and transformative--emerged as central to the students' media practices for making products. These findings are important given the recent applications of embodiment theory and its relevance to creative digital media making in education and society.
- Published
- 2021
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38. The Barriers and Facilitators to the Implementation of Interventions for Children with Visual Impairments, Their Parents/Guardians or Educators: A Systematic Scoping Review
- Author
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Yesilkaya, Eda, Best, Paul, Byrne, Bronagh, and Marshall, Gerry
- Abstract
A body of research indicates the importance of interventions for promoting the development and progress of children with visual impairments. However, the research available on suitable interventions for this population is relatively sparse. The purpose of this review is to identify, collate and appraise the available research evidence on implementation barriers and facilitators of interventions for children with visual impairments, their parents/guardians or educators. A systematic scoping search of peer-reviewed literature (including grey literature) was conducted from 15 June 2016 to 7 August 2016 and 2 May 2019 to 5 May 2019. Initial searches identified 6802 papers with 15 meeting the inclusion criteria. Three additional articles were identified through hand searching giving a final total of 18 included studies. The methodological quality score of the studies was variable with 61% scored in the average quality range. Sensory strategies, a family-centred approach, in-service training and routines-based activities were identified as implementation facilitators. Barriers were a lack of adaptive equipment and training for parents and professionals, complicating factors associated with the child's disability and an absence of specialists in interventions. Effective intervention strategies differ for this targeted population which requires individualised applications associated with teacher and parent/guardian training. For health or education professionals who work with children with visual impairments, the outcomes of this review suggest that a detailed assessment and identification of the individualised needs of children and their families, coupled with carefully designed and tested support practices to meet their individualised needs as well as promoting integrated working between health and care services, can optimise the positive implications for future practice. Along with this, future consideration should be given to the identification of the needs of children with visual impairments and additional disabilities in order to facilitate the adjustment of intervention strategies for this group.
- Published
- 2021
- Full Text
- View/download PDF
39. Population Estimates of School Age Language Minorities and Limited English Proficiency Children of the United States, 1979-1988.
- Author
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Chapa, Jorge
- Abstract
Estimates of the school-age, 5-17-year-old, language minority and Limited-English-Proficient (LEP) populations in the United States are discussed. The estimates are based on the population counts for first, second, and third generation Hispanics, Anglos, Asians, and Blacks derived from the June 1988 Current Population Survey. The language minority population is estimated by determining the ratio of language minority children to the total population for each race-ethnic-generation group from the November 1979 Current Population Survey. The LEP estimates, derived from multiplication of the non-English languages background (NELB) population by LEP-to-NELB ratios established in previous studies, are much higher than some projections that do not reflect the impact of recent high rates of Hispanic and Asian immigration. Fifteen tables and figures are provided to illustrate population statistics, language usage, generational distributions, etc. (LB)
- Published
- 1990
40. Global overview of anterior cruciate ligament reconstruction in children and adolescents over the past 20 years: a bibliometric analysis.
- Author
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Liang, Jiamin, Luo, Yuxin, Yang, Yingzhen, Xie, Huanyu, Huang, Zirong, Zhong, Mingjin, and Zhu, Weimin
- Subjects
SPORTS medicine ,SERIAL publications ,ANTERIOR cruciate ligament surgery ,RESEARCH funding ,CHILDREN'S hospitals ,FUNCTIONAL status ,SPORTS re-entry ,MEDICAL research ,BIBLIOMETRICS ,RESEARCH methodology ,PUBLISHING ,CONVALESCENCE ,DATA analysis software ,DISEASE relapse ,TIME ,ADOLESCENCE ,CHILDREN - Abstract
Objectives: The objectives of this paper is to conduct a bibliometric analysis to examine the research status and development trend of anterior cruciate ligament injury and reconstruction in children and adolescents over the past 20 years. Design: Descriptive Research. Methods: This study obtained information regarding studies on Anterior Cruciate Ligament Reconstruction in Children and Adolescents from the Web of Science Core Collection database. Visual and bibliometric analysis were conducted using VOSviewer, Origin 2022, Pajek64 5.18and Excel 2019. These analytic tools facilitated the analysis of various aspects, including countries/regions, institutions, authors, journals and keywords related to the research. Results: From 2003 to 2023, a total of 1328 articles were retrieved in WOS, and 637 articles were selected by two authors. The most productive institutions are Childrens Hosp Philadelphia, Kocher, ms. Their articles have the highest number of publications and citations. The American journal of sports medicine is the most frequently cited journal for articles on anterior cruciate ligament reconstruction in children and adolescents. The most common keywords used in these articles were "anterior cruciate ligament reconstruction", "injury, children, adolescent", and "skeletally immature patients". Conclusions: This study provides valuable insights into the research focus of anterior cruciate ligament reconstruction in children and adolescents. In recent years, there has been significant attention paid to areas of "the return to sport, re-repture rate and functional recovery after anterior cruciate ligament reconstruction" in this specific population. These aspects have emerged as key directions for future research in this field. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
41. Exploring young children's argumentation as a heuristic intertextual practice.
- Author
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Hong, Huili, Cai, Qijie, and Wang, Min
- Subjects
READING ,CONVERSATION ,QUALITATIVE research ,SCHOOLS ,PHONOLOGICAL awareness ,PROBLEM solving ,TEACHING methods ,DISCOURSE analysis ,LANGUAGE arts ,INTERPERSONAL relations ,LITERACY ,LEARNING strategies ,WRITTEN communication - Abstract
Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children's argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children's argumentation and a critical role the teacher played in eliciting and steering the children's argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children's intertextual argumentation as a powerful heuristic process and tool to enrich students' learning. The paper concludes some classroom argumentation teaching practices based on the research findings. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
42. Patterns of Cross-National Variation in the Association between Income and Academic Achievement
- Author
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Chmielewski, Anna K. and Reardon, Sean F.
- Abstract
In a recent paper, Reardon found that the relationship between family income and children's academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income-achievement association in 19 other Organisation for Economic Co-operation and Development countries using data from the Progress in International Reading Literacy Study and the Programme for International Student Assessment. First, we calculate and compare the magnitude of "income achievement gaps" across this sample of countries. Second, we investigate the association between the size of a country's income achievement gap, its income inequality, and a variety of other country characteristics. We find considerable variation across countries in income achievement gaps. Moreover, the U.S. income achievement gap is quite large in comparison to this sample of countries. Our multivariate analyses show that the income achievement gap is positively associated with educational differentiation, modestly negatively associated with curricular standardization, and positively associated with national levels of poverty and inequality.
- Published
- 2016
43. Indigenous Children's Linguistic Rights in the 21st Century: Intentions and Tensions in Practice
- Author
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Lee-Hammond, Libby and Jackson-Barrett, Elizabeth
- Abstract
This paper presents a framework for what we consider are essential elements for realising the linguistic rights of Indigenous children in the twenty-first century. The global impacts of colonisation on various Indigenous communities have resulted in loss of cultural practices, knowledge and loss of languages. This framework points to ways forward for addressing Indigenous children's rights to reclaim their languages in early childhood. The linguistic rights of Indigenous children are at the intersection of the UN Convention on the Rights of the Child and the UN Declaration on the Rights of Indigenous Peoples in this, the International Year of Indigenous Languages. The enshrined rights of Indigenous children to an education in their own culture and language is a right yet to be realised in nations who are signatories to the Convention and the Declaration. Examples are presented of Indigenous language programmes in early childhood settings in Australia, Canada, New Zealand, Sápmi and the USA to highlight the significant roles of policy, Elders, communities, teacher education and the role of early childhood education in supporting children and families to reclaim endangered Indigenous languages.
- Published
- 2019
- Full Text
- View/download PDF
44. Translating a Path to College: Literate Resonances of Migrant Child Language Brokering
- Author
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Kaia L. Simon
- Abstract
Although scholars have studied migrant children who translate for their families, less is known about how these experiences matter for life-long literacy experiences. This article argues that child language brokers develop advanced skills in literacy and rhetoric from which they draw throughout their lives, in multiple contexts.
- Published
- 2019
- Full Text
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45. A Snapshot in Time: Themes, Tags and International Reach--An Analysis of the Journal of International Research in Early Childhood Education
- Author
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Pendergast, Donna and Twigg, Danielle
- Abstract
A thematic content analysis of the seven issues (35 papers and two editorials) of the "International Research in Early Childhood Education" ("IRECE") journal published by Monash University in Melbourne, Victoria was conducted to explore the themes over its five years of publication. Publications were grouped into defined data chunks by year and Leximancer was used to discover concepts and themes. Five dominant themes emerged: children/s; childhood; learning; parent/s and teacher/s. Pathway analyses were then conducted to more fully understand and describe each theme. Data were used to visually represent the most frequently appearing terms to form a tag cloud, which in turn contributes to the development of a "folksonomy" for the journal. Finally, mentions of geographic regions were also explored which positively reflected on international focus of the journal.
- Published
- 2015
46. Bridging Cultures through Literacy. The Thirty-Seventh Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
- Author
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Association of Literacy Educators and Researchers, Vasinda, Sheri, Szabo, Susan, Johnson, Robin D., Vasinda, Sheri, Szabo, Susan, Johnson, Robin D., and Association of Literacy Educators and Researchers
- Abstract
The theme for the 58th annual conference of the Association of Literacy Educators and Researchers (ALER) was Bridging Cultures Through Literacy. In the first section of the Yearbook, Parker Fawson's presidential address captures the unique nature of ALER and its role in his professional development, and then moved beyond to capture the changing nature of literacy. In "Creating Innovators: The Central Role of Literacy Development in a Rapidly Changing Global Landscape", Dr. Fawson described the need for 21st century "dispositions" such as creativity, critical thinking, risk-taking, and collaborative problem solving over a storehouse of facts. In section two, Violet Harris, one of the keynote speakers, reminds attendees to recognize the importance of multicultural literature as one of the critical components of bridging cultural gaps. The third section showcases ALER award winners while section four showcases the master's and doctoral research award winners' papers. The remaining articles represent a sampling of the sessions presented at the conference and are divided into three categories related to the conference theme and articles contents: (1) Bridging Cultures Through Literacy: Impacting Children, Adolescents, and Families; (2) Bridging Cultures Through Literacy: Impacting Adult Learners; and (3) Bridging Cultures Through Literacy: Impacting Teacher Education. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. The articles reflect the theme and broaden it in terms of cultures to include not only cultures of ethnicity, race, gender, politics and economics, but also cultures of new literacies and technologies. The authors address both research and practice providing additional opportunities for considering new thinking and bridging cultures of all kinds demonstrating that literacy is the road, or bridge, to human progress. [For the Thirty-Sixth Yearbook, see ED552940.]
- Published
- 2015
47. Children and Terrorism. Social Policy Report. Volume 29, Number 2
- Author
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Society for Research in Child Development, Garbarino, James, Governale, Amy, Henry, Patrick, and Nesi, Danielle
- Abstract
Hardly a week goes by in the United States (and to varying degrees, in the rest of the world) that the word "terrorism" does not appear in the collective consciousness, as represented, channeled, and shaped by the mass media in its many print, broadcast, and internet manifestations. While relatively few children worldwide (and even fewer children domestically in the United States) have been the specific targets for acts of terrorism, some have, and most are growing up in a world in which terrorism in its many aspects is a salient cultural phenomenon. This paper explores the impact of growing up in a world with terrorism on children and youth. It considers both the direct traumatic effects of being a victim and the indirect effects of living in communities and societies in which the threat of terrorism is on the minds of children, but perhaps more importantly, of adults generally, and parents and policy makers in particular. It also considers policy initiatives and programmatic responses. [This document includes two commentaries: (1) Towards a More Holistic Approach to Helping Children Affected by Terrorism and Political Violence (Kathleen Kostelny and Michael Wessells); and (2) Children and Political Violence: Progress on the Pathways of Risk, Resilience, and Peace (Ann S. Masten). Commentaries are individually referenced.]
- Published
- 2015
48. A Global Overview of COVID-19 Research in the Pediatric Field: Bibliometric Review.
- Author
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Monzani, Alice, Tagliaferri, Francesco, Bellone, Simonetta, Genoni, Giulia, and Rabbone, Ivana
- Subjects
COVID-19 pandemic ,MACHINE learning ,MENTAL health ,PUBLIC health - Abstract
Background: Since the beginning of the COVID-19 pandemic, a great number of papers have been published in the pediatric field. Objective: We aimed to assess research around the globe on COVID-19 in the pediatric field by bibliometric analysis, identifying publication trends and topic dissemination and showing the relevance of publishing authors, institutions, and countries. Methods: The Scopus database was comprehensively searched for all indexed documents published between January 1, 2020, and June 11, 2020, dealing with COVID-19 in the pediatric population (0-18 years). A machine learning bibliometric methodology was applied to evaluate the total number of papers and citations, journal and publication types, the top productive institutions and countries and their scientific collaboration, and core keywords. Results: A total of 2301 papers were retrieved, with an average of 4.8 citations per article. Of this, 1078 (46.9%) were research articles, 436 (18.9%) were reviews, 363 (15.8%) were letters, 186 (8.1%) were editorials, 7 (0.3%) were conference papers, and 231 (10%) were categorized as others. The studies were published in 969 differentjournals, headed by The Lancet. The retrieved papers were published by a total of 12,657 authors from 114 countries. The most productive countries were the United States, China, and Italy. The four main clusters of keywords were pathogenesis and clinical characteristics (keyword occurrences: n=2240), public health issues (n=352), mental health (n=82), and therapeutic aspects (n=70). Conclusions: In the pediatric field, a large number of articles were published within a limited period on COVID-19, testifying to the rush to spread new findings on the topic in a timely manner. The leading authors, countries, and institutions evidently belonged to the most impacted geographical areas. A focus on the pediatric population was often included in general articles, and pediatric research about COVID-19 mainly focused on the clinical features, public health issues, and psychological impact of the disease. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
49. Classroom Idea-Sparkers.
- Author
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Merenda, Rose, White-Williams, Sharon, Burnett, Jeanie, Geskus, Elsa, and Mastin, Marla
- Subjects
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PAPER arts , *CHILDREN - Abstract
Presents several paperfolding activities for children in the U.S. Procedure in making Kutztown Memory Boxes; Materials needed for graphing color favorites; Discussion on the concept of paper folding.
- Published
- 2003
50. 磁控制生长棒治疗脊柱畸形领域研究文献的可视化分析.
- Author
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叶小龙 and 马 原
- Subjects
SPINE abnormalities ,MEDICAL coding ,CEREBRAL palsy ,SCIENCE databases ,WEB databases - Abstract
Copyright of Chinese Journal of Tissue Engineering Research / Zhongguo Zuzhi Gongcheng Yanjiu is the property of Chinese Journal of Tissue Engineering Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
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