2,187 results
Search Results
52. Is the US Plan to Improve Its Current Situation in Science, Mathematics, and Technology Achievable?
- Author
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Hossain, Md. Mokter and Robinson, Michael
- Abstract
Despite being the inventing country of the Internet, the US is not satisfied with its current state in Internet speed and broadband adoption. Although, more students, teachers and researchers in the US use Internet than any other country in the world, it is not satisfactory for the US educators and legislators to maintain US competitiveness in the achievement of science, mathematics and technology. Another alarming situation is that the mean scores in science and mathematics of US, students are lower than expected. Even with coherent action taken by the government and various institutions, the US cannot produce a sufficient number of experts in science, mathematics and technology fields to meet national and global needs. These situations are not satisfactory for educators and legislators to reach US education goals. To improve this situation, President Obama's government has taken several action plans. This paper presents a closer look at US science, mathematics and technology education as well as the President's plan to improve the situation. Conclusions are made regarding whether the US plan is too ambitious as well as whether the vision is comprehensive enough but still possible to execute. (Contains 1 table.)
- Published
- 2011
53. Developmental, Crosslinguistic Perspectives on Visual Word Recognition
- Author
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Simpson, Greg B. and Kang, Hyewon
- Abstract
In this paper, we argue that a complete understanding of language processing, in this case word-recognition processes, requires consideration both of multiple languages and of developmental processes. To illustrate these goals, we will summarize a 10-year research program exploring word-recognition processes in Korean adults and children. We describe the particular issue to which this research is directed (the relationship between print and the sound system of the language), and describe the characteristics of the Korean writing system that are relevant to this issue. We then outline our research examining the use of lexical and sublexical processes in recognizing Korean words. We use these studies to argue that cross-linguistic and developmental investigations may constrain models of language processes, and must be considered for a complete understanding of word-recognition and reading processes.
- Published
- 2006
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54. Remote Control Childhood: Combating the Hazards of Media Culture in Schools
- Author
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Levin, Diane
- Abstract
Background: Media culture touches most aspects of the lives of children growing up today, beginning at the earliest ages. It is profoundly the lessons children learn as well as how they learn, thereby contributing to what this article characterizes as "remote control childhood." Educators need to understand remote control childhood so they can adapt teaching practices in ways that can optimize children's development and learning in these times. Overview of Remote Control Childhood: This paper first explores remote control childhood and describes how it came about beginning in the mid 1980's when marketing was deregulated in the United States. This led to a link-up between media producers and marketers to create far-reaching new marketing strategies and thousands of ever-changing products that have forever transformed childhood. How Remote Control Childhood Affects Children: The multiple ways children are affected are divided into two broad categories. First, children learn harmful content from media culture such as sexualized and violent behavior and consumerism. Second, the very process by which children learn is transformed in ways that undermine play, problem solving, active learning and social development. Strategies for Dealing with Remote Control Childhood: Once remote control childhood is understood, there is much educators can do to counteract it. Strategies are outlined for both influencing the lessons learned and helping children reclaim the learning process.
- Published
- 2010
55. Breaking Bonds, Actualizing Possibility: Schools as Community Hubs of Social Justice
- Author
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Williams-Boyd, Pat
- Abstract
One of every two children in the world lives in poverty, with no access to safe water, health services or adequate shelter to the extent that 25,000 children die every day. Thirty-seven million Americans, thirteen million of whom are children, live below the poverty level. Of the developed world, despite our wealth and sophistication, the United States has the most children who live in poverty. Rather than race, ethnicity or gender, it is poverty, socio-economic class and deprivation that account for poor performances in school, to the extent that young people from poor families are three times more likely to drop out of school. Alone, neither schools nor communities can adapt to or realize the overlapping and contextually interacting needs presented by students and their families. Collaboratively, where schools are beginning to offer quality, equitable education at the same site in which access to requisite health, social and human services for children and families are provided, both educational and psycho-social outcomes are enhanced. Using a holistic position and an ecological model of resilience, this paper would suggest that these community schools, serving as hubs of social justice, are mitigating the academic and nonacademic needs of vulnerable children and families. (Contains 64 footnotes and 2 tables.)
- Published
- 2010
56. A Role for School Health Personnel in Supporting Children and Families Following Childhood Injury
- Author
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Sabin, Janice A., Zatzick, Douglas F., and Rivara, Frederick P.
- Abstract
Injury represents the leading cause of death and disability for US children and adolescents. Almost 16 million children are evaluated for injury each year in the United States. Although childhood injury rates are decreasing, 70% of all deaths among children and adolescents aged 5 to 19 years are injury related. Nonfatal injury is the leading cause of both temporary and permanent disability for children 19 years and younger. One quarter of children receive medical treatment in a hospital emergency room or are treated in private physicians' offices for injury annually. Of those hospitalized for trauma, more than one half experience some form of disability from their injury. Head injury has been the subject of most research on child injury disability, but trauma without head injury also has the potential to produce both short- and long-term disability. This paper highlights the need for increased awareness in schools regarding the vulnerability of injured children and adolescents and the role school health professionals can play as important resources for injured students and their families.
- Published
- 2005
57. Beanie Soft Toys: An Opportunity to Promote Literacy Development, or Another Money-Spinner for the Business Tycoons?
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Evans, Janet
- Abstract
This paper reports on a qualitative research project undertaken with Y6 children. It draws on transcriptions of children's discussions; recordings of collaborative writing sessions; and the children's responses to a series of questions relating to Beanie soft toys, their origins, their intended market audience and their creator's entrepreneurial intentions in relation to the global market. The paper considers how far the children were motivated by working with popular icons as a purpose for collaborative writing. It also analyses children's stated views on the manufacturers who make, advertise and sell these types of popular toys and explores children's relationship to the consumerist ideology which surrounds popular culture.
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- 2004
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58. Advancing the Early Care and Education Workforce: A State-Based Cross-Sector Approach. Presidential Transition
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ICF International, Aviles, Jill, and Murphy, Reeva
- Abstract
An estimated 2.5 million professionals are responsible for the care and education of more than 50 percent of U.S. children ages 0-5. The potential growth and development of children in this critical stage are greatly influenced by the quality of care and education they receive from these early childhood professionals. Unfortunately, the current workforce training and support systems are not consistent across government programs. This ICF International white paper presents strategies for establishing an effective and efficient cross-sector workforce development system designed to attract and retain qualified early childhood professionals. (Contains 6 resources.)
- Published
- 2008
59. Kids' Share 2007: How Children Fare in the Federal Budget
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Urban Inst., Washington, DC., Carasso, Adam, Steuerle, C. Eugene, and Reynolds, Gillian
- Abstract
This report tracks federal spending from 1960 to 2006 and uses current policy and some assumptions to project activity through 2017. The report looks at more than 100 major programs that aim to improve children's lives through income security, health care, social services, food and nutritional aid, housing, education, training, and tax credits and exemptions for their families. It provides the most comprehensive examination to date of trends in federal spending on children. It charts the relative changes---and therefore, shifting national emphases---between children's spending and spending on other programs, as well as among different types of children's spending. In this report, children are defined as residents of the United States under age 19. (Contains 3 tables and 19 figures.) [Focus First also sponsored this research. This report is an update and an expansion of the path-breaking work of Rebecca L. Clark, Rosalind Berkowitz King, Christopher Spiro, and C. Eugene Steuerle, "Federal Expenditures on Children: 1960-1997, Assessing the New Federalism." Occasional Paper Number 45, Washington, DC: The Urban Institute, 2000. (ED454306)]
- Published
- 2007
60. Emotion as a Means of Dramaturgy. (Summary of Prix Jeunesse Seminar, Munchen, Federal Republic of Germany, June 18-20, 1979).
- Abstract
This collection of seminar papers is concerned with the presentation of emotions on the screen, the emotional impact of such presentations on young children, and the use of children's televised drama to foster the development of emotional sensitivity. Also considered are differences in the violence depicted on Japanese and American television, and areas in which researchers and producers can cooperate to reach common objectives. Two of the papers present analyses of a children's cartoon serial named "Heidi" and the real-life film titled "Big Henry and the Polka Dot Kid." One of the analyses is an interaction analysis of social behavior and the other is a psychological analysis. Other papers present a developmental view of the impact of television on children's emotions; a discussion of the differences between real drama and kitsch; a description of the use of children's television drama in the East German television organization to develop and educate children's emotions; a comparison of pain, aggression, and identification with aggressors and victims on television in Japan and America, accompanied by a discussion of possible reasons for the differing crime trends in the two countries; and an outline of emerging areas for cooperation between educators and television producers. A brief summary of the main points of the group discussions in the seminar is provided, along with a list of the participants and their addresses. (Author/SS)
- Published
- 1979
61. Research on Cognitive Effects of Non-Educational TV: An Epistemological Discussion.
- Author
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Gomez, Guillermo Orozco
- Abstract
This paper makes a critical exploration into the core epistemological assumptions of mainstream television effects research and explains why the mainstream study of the cognitive impact of television on children suffers from two reductionist tendencies, i.e., television is understood by most researchers to be solely a technical medium, and most cognitive effects of television are perceived to be relevant only to cognitive skills and knowledge. It is argued that the impact of television on beliefs has generally been left unexplored and unexplained, and that this double reductionism has reinforced researchers' optimistic analyses of television's potential for children's education. In addition, the paper describes how such analyses focus on what television--and video technology--can be made to do (the intended effects), and thus automatically rule out systematic consideration of unintended effects. Based on an understanding of both the historical determination of television as a profit-making institution and the specific quality of television for making its messages believable, researchers are urged to consider an alternative perspective aimed at investigating primarily and directly the unintended cognitive effects of television. (17 notes, 117 references) (Author/CGD)
- Published
- 1986
62. Childhood Overweight: What the Research Tells Us
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Center for Health and Health Care in Schools
- Abstract
The rapid increase in overweight among children and adolescents is generating widespread concern. On average, rates of overweight for boys and girls remain similar. Some groups of children are more affected by overweight than others. This paper discusses the health consequences of childhood obesity. A list of school interventions for obesity prevention is also included.
- Published
- 2005
63. 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
64. Childhood Vision: What the Research Tells Us
- Author
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Center for Health and Health Care in Schools
- Abstract
While a nationwide study of vision problems in children has not been conducted in over 30 years, the most recent NHIS (National Health Interview Survey) study shows vision problems are common in children, with an estimated 13.5 million children ages 0-17 affected. As of 2002, 30 states plus the District of Columbia "required" vision screening in elementary schools or for all school-aged children. Eleven states "recommended" vision screenings. Even with these recommendations and requirement, only a small percentage of preschool and school age children actually receive the recommended or required tests. This paper discusses what schools, parents, and communities can do to help children with vision problems.
- Published
- 2004
65. Sexuality education for school‐aged children and adolescents: A concept analysis.
- Author
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Carmichael, Nelly and Amiri, Azita
- Subjects
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PREVENTION of sexually transmitted diseases , *NURSES , *PARENTS , *SEXUAL abstinence , *FEAR , *SEX education , *HIGH school students , *CONFIDENCE , *MIDDLE school students , *TEACHERS , *SCHOOL children , *NURSING practice , *CONCEPTS , *WELL-being , *SOCIAL stigma , *ADOLESCENCE , *CHILDREN - Abstract
Purpose: Sexuality education is essential for children and adolescents to make better choices regarding their sexual well‐being. Parents, teachers, and healthcare providers are not always comfortable talking to school‐age children about sex, making sexuality education a concept of interest to be explored. The purpose of this paper is to explain the concept of sexuality education in school‐aged children and adolescents. Design and Methods: This paper uses Walker and Avant's concept analysis to help clarify its meaning. The sexuality education concept is explored in this article in the views of educating school systems K‐12 with three types of sexuality education (abstinence‐only, abstinence‐plus, and comprehensive sexuality education). Literature from 1990 to 2023 was retrieved using PubMed, Google Scholar, and CINAHL. Results: A model case is used to demonstrate the importance of sexuality education. A borderline case and a related case are proposed to explain other uses of the concept. Defining attributes, antecedents, consequences, and empirical referents are explored. Antecedents of sexuality education are grouped into three categories: resources, political environment, and social beliefs. Practice Implications: A conceptual understanding of sexuality education can foster nurses' confidence in talking to their patients about this topic and encourage nurses to advocate for comprehensive sexuality education nationwide. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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66. Inhibition of Histone Deacetylase Activity Increases Cisplatin Efficacy to Eliminate Metastatic Cells in Pediatric Liver Cancers.
- Author
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Gulati, Ruhi, Fleifil, Yasmeen, Jennings, Katherine, Bondoc, Alex, Tiao, Greg, Geller, James, Timchenko, Lubov, and Timchenko, Nikolai
- Subjects
RISK assessment ,CISPLATIN ,CANCER relapse ,CANCER ,ENZYME inhibitors ,ANTINEOPLASTIC agents ,NEURONS ,CELL proliferation ,DISEASE eradication ,HEPATOBLASTOMA ,TRANSCRIPTION factors ,METASTASIS ,CELL lines ,FIBROBLASTS ,DRUG efficacy ,HEPATOCELLULAR carcinoma ,HISTONE deacetylase ,PHARMACODYNAMICS ,DISEASE risk factors ,CHILDREN - Abstract
Simple Summary: Patients with pediatric liver cancers hepatoblastoma and hepatocellular carcinoma very often develop lung metastases. These cancers can present with lung metastases and are at higher risk of relapse. Although cisplatin is very effective at clearing lung metastases, they can still relapse. Therefore, there is an urgent need to develop therapeutic approaches to prevent the development of lung metastases in patients with pediatric liver cancers. In this paper, we show that the metastatic microenvironment of HBL and HCC patients contains a heterogeneous cell population that formed tumor clusters. We found that both fresh primary tumors and generated primary cell cultures had increased the expression of HDAC1, a histone deacetylase, and the transcription factor Sp5. Sp5 and HDAC1 work in tandem by transporting HDAC1 to the promoters of genes and changing their expression. We analyzed the effects of the HDAC inhibitor, SAHA, on the metastasis-initiating cells in combination with cisplatin. We found that HDAC inhibition increases the efficacy of cisplatin to eliminate these metastasis-initiating cells. The pediatric liver cancers, hepatoblastoma and hepatocellular carcinoma, are dangerous cancers which often spread to the lungs. Although treatments with cisplatin significantly improve outcomes, cisplatin may not eliminate metastasis-initiating cells. Our group has recently shown that the metastatic microenvironments of hepatoblastoma contain Cancer Associated Fibroblasts (CAFs) and neuron-like cells, which initiate cancer spread from liver to lungs. In this study, we found that these cells express high levels of HDAC1; therefore, we examined if histone deacetylase inhibition improves cisplatin anti-proliferative effects and reduces the formation of tumor clusters in pediatric liver cancer metastatic microenvironments. Methods: New cell lines were generated from primary hepatoblastoma liver tumors (hbl) and lung metastases (LM) of HBL patients. In addition, cell lines were generated from hepatocellular neoplasm, not otherwise specified (HCN-NOS) tumor samples, and hcc cell lines. Hbl, LM and hcc cells were treated with cisplatin, SAHA or in combination. The effect of these drugs on the number of cells, formation of tumor clusters and HDAC1-Sp5-p21 axis were examined. Results: Both HBL and HCC tissue specimens have increased HDAC1-Sp5 pathway activation, recapitulated in cell lines generated from the tumors. HDAC inhibition with vorinostat (SAHA) increases cisplatin efficacy to eliminate CAFs in hbl and in hcc cell lines. Although the neuron-like cells survive the combined treatments, proliferation was inhibited. Notably, combining SAHA with cisplatin overcame cisplatin resistance in an LM cell line from an aggressive case with multiple metastases. Underlying mechanisms of this enhanced inhibition include suppression of the HDAC1-Sp5 pathway and elevation of an inhibitor of proliferation p21. Similar findings were found with gemcitabine treatments suggesting that elimination of proliferative CAFs cells is a key event in the inhibition of mitotic microenvironment. Conclusions: Our studies demonstrate the synergistic benefits of HDAC inhibition and cisplatin to eliminate metastasis-initiating cells in pediatric liver cancers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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67. Speaking for America's Children: Child Advocates Identify Children's Issues and 2002 State Priorities.
- Author
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National Association of Child Advocates, Washington, DC. and Foster, Catherine Crystal
- Abstract
Despite the ongoing devolution of policymaking from the federal to the state and local level, there remains a belief that there is a single agenda for children. In summer 2001, the National Association of Child Advocates (NACA) surveyed its membership to determine if a national agenda for children exists. This paper identifies the key issues affecting children in their states and outlines how child advocates propose to address them in 2002. The introduction details emerging trends influencing child advocacy and discusses overarching issues affecting children. The bulk of the report is comprised of profiles for 49 states (all except Alaska) and the District of Columbia. Each profile lists member organizations for the state, provides key statistics, lists top issues affecting children and families, and identifies the top child advocacy priorities for 2002. The findings revealed that while there are some common issues, such as ensuring that all children have access to affordable quality health care, the strategies necessary for reaching that goal vary considerably. Differing demographic, political, economic, historic, and social circumstances in each state create unique environments requiring individualized responses. The report concludes by noting that there may be consensus about children's most fundamental needs, but setting priorities and choosing strategies to improve child well-being are processes that differ significantly nationwide, with every state and city creating a unique environment for advocacy and change. The report's seven appendices include a description of the study methodology and the statistical analyses used, a glossary of key terms, and a list of NACA members. (KB)
- Published
- 2001
68. State-Family Alliances and Children's Welfare: A Research Agenda.
- Author
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Furstenberg, Frank F.
- Abstract
Examines the American prototype of proper balance between family and state in terms of their responsibility for the cultivation of potential in children, and contrasts it with an alternative European model. Proposes an agenda of comparative research that explores the relationship between state and kinship systems and the direct or indirect impact on children. (AA)
- Published
- 1997
69. Nationalism, Nuclear Policy and Children in Cold War America.
- Author
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Stephens, Sharon
- Abstract
Theorizes the place of children in America's "Cold War Consensus" of the 1950s-60s. Counterposes dominant Cold War images of abstract, generic children (inevitably white middle class) to actual children most vulnerable to risks associated with nuclear weapons production and testing. Concludes that in various ways, these children were all perceived as "deviant" and worth sacrificing to protect "normal" children. (EV)
- Published
- 1997
70. Children and Helmets: the Case Against.
- Author
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McCarthy, M.
- Abstract
Argues for a child-centered approach to thinking about child cycling accidents. Helmets instill a false sense of safety in children and adults, while a profound change in the habits of adults is the only strategy that can protect children from accidents. Suggests steps for local analysis of the problem of cycling accidents. (MOK)
- Published
- 1996
71. The Price of Welfare Dependency: Children Pay.
- Author
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Jones, Rebecca M.
- Abstract
Discusses child poverty, the causes of high poverty rates among children, and proposals and programs aimed at reforming Aid to Families with Dependent Children (AFDC). Proposes another approach to providing cash benefits to children in the form of a children's allowance or refundable tax credit similar to programs in other industrialized nations. (JPS)
- Published
- 1995
72. Letter to My Children from a Place Called Land
- Author
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Solís, Silvia Patricia
- Abstract
Initially written in the form of an essay, this letter is written to my children from a place called Land. It unveils the entanglements coloniality creates in young, racialized, and gendered lives through the colonial logics structuring childhood, memory, and borders. From a diasporic perspective, Land emerges as "flesh" rooted in the "saberes," the knowledge of our mothers and grandmothers. Remembering and returning to the places we call home, in my case, US/Mexico border, help us grapple with trauma and also learn ways people respond to the violence. I illuminate the colonial wounds we bare and the knowledge we carry to suture and heal.
- Published
- 2017
- Full Text
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73. Commentary: On the Race of Teachers and Students: A Reflection on Experience, Scientific Evidence, and Silence
- Author
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Luke, Allan
- Abstract
Adam Wright, Michael A. Gottfried, and Vi-Nhuan Le demonstrate empirically that minority teachers have a positive impact on the "social-emotional development" of American minority kindergarten children. Their analyses of 2010-2011 data from the Early Childhood Longitudinal Study focus on measurable effects in four social and affective domains: self-control, externalizing behaviors, interpersonal skills, and approaches to learning. This is a significant contribution to decades of qualitative and quantitative evidence on the effects of minority teachers and minority hiring policies, which have a difficult and politically charged history over the six decades since the U.S. Supreme Court's 1954 ruling in "Brown v. Board of Education". As Wright and colleagues observe, while the school-age population of minority children and youth--African American, Latino, Asian American, Native American, and migrant and refugee communities-- continues to grow beyond majority in many urban schools, districts, and states, the teaching workforce remains predominantly White. In another recent analysis of a national longitudinal database on effective teaching, Cherng and Halpin (2016) show that minority students consistently rate Black and Latino teachers higher across a range of measures. Both studies cite the extensive empirical literature that makes the case for what Wright et al. here refer to as "cultural synchrony": aggregate educational benefits of alignment of the cultural and racial backgrounds of teachers with those of their students. In relation to the Australian context where the author lives and works, several findings of a large-scale empirical study of school and leadership reform in Aboriginal and Torres Strait Islander education (Luke et al. 2013) are relevant to questions of cultural synchrony--or indeed, to questions of "cultural asynchrony" (Carbaugh, 2014): where intercultural communication and exchange breaks down, fails, or where it is institutionally or systemically precluded or blocked. [This article offers a commentary on "A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development" (EJ1155312).]
- Published
- 2017
- Full Text
- View/download PDF
74. 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
75. 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
76. 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
77. 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
78. Incarceration and Women's Health: The Utility of Effective Health Education Programming--A Commentary
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Robertson-James, Candace and Nunez, Ana
- Abstract
The health and well-being of incarcerated women is a significant public health concern. Compared with non-incarcerated women, incarcerated women in the United States are more often from minority populations, younger (between the ages of 18 and 34 years), of low socioeconomic status, unemployed and mothers to children under 18 years of age. More than 80% of women are incarcerated for nonviolent offenses, including drug-related crimes. The incarceration of women poses an additional burden as women prisoners are more likely than male prisoners to have had sole responsibility for their children prior to incarceration. Whereas parental incarceration is difficult for children regardless of which parent is incarcerated, separation from an incarcerated mother is especially traumatic. Two-thirds of incarcerated women have children under the age of 18, and children of women offenders are more likely to be placed in foster care. This commentary explores the health of incarcerated women as well as the need for and challenges of effective health education and promotion programming for these women.
- Published
- 2012
79. Family learning and working in lockdown: Navigating crippling fear and euphoric joy to support children's literacy.
- Author
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Arnott, Lorna and Teichert, Laura
- Subjects
LITERACY ,HOME environment ,LEISURE ,CELL phones ,FAMILY support ,UNCERTAINTY ,LEARNING strategies ,EXPERIENCE ,CASE studies ,STAY-at-home orders ,PHILOSOPHY ,COVID-19 pandemic ,EDUCATIONAL attainment ,CHILDREN - Abstract
This paper offers a nuanced perspective of two families' lockdown literacy journeys with their young children during the COVID 19 pandemic. We present informal home learning examples stimulated by play and by school-sanctioned synchronous and asynchronous activities from homes geographically miles apart yet close in terms of shared experience. In response to the catch-up and learning loss narrative which threatens to overshadow some of the positive learning experiences taking place at home, we redirect the 'catch-up' narrative towards a nuanced understanding of family learning at home by articulating the complexity of circumstance. Methodologically, drawing on Autoethnography, we present vignettes of lockdown life from Scotland and Michigan, USA. Throughout this paper we articulate challenges with the catch-up narrative and root our conclusions in the early childhood philosophy that learning extends beyond the mind to a whole body, holistic experience. [ABSTRACT FROM AUTHOR]
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- 2023
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80. Commentary on Current Practices and Future Directions for the Assessment of Child and Adolescent Intelligence in Schools around the World
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Schneider, W. Joel and Kaufman, Alan S.
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As documented in this special issue, all over the world hard choices must be made in education, government, business, and medicine. Intelligence tests, used intelligently and with appropriate ethical safeguards, are one tool of many that help make hard choices work out well, or at least better than the next-best alternative (Kaufman, Raiford, & Coalson, 2016). The reliability of intelligence tests is far from perfect. Complaining about IQ tests is the privilege of those who have them. It is probably no accident that intelligence tests were invented in France, not long after a series of reforms from 1881 to 1901 made education free and compulsory for all children (Harrigan, 2001). It is likewise probably not an accident that intelligence testing was then adopted most enthusiastically in the world's wealthiest countries in the midst of similar attempts to raise educational standards. Among the countries featured in this special issue, Greece, Japan, the Netherlands, and the United States achieved near-universal education decades ago; Brazil, India, Mexico, Oman, and Peru have done so only within the last 15 years. Once a government takes on the responsibility of educating all of its citizens and then successfully achieves near-universal school attendance, it is confronted with the magnitude of population-wide individual differences in academic aptitude. The most pressing concern has to do with vulnerable children with intellectual disabilities. It is true that every child can learn, but not every child learns best in regular education. In this commentary, the author addresses the relation between universal education and the need for intelligence testing. The article goes on to compare U.S. developments in intelligence testing with those in Oman, Greece, India, Japan, Brazil, Peru, and the Netherlands. It concludes with three themes that emerged among the articles in this issue.
- Published
- 2016
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81. Exploring young children's argumentation as a heuristic intertextual practice.
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Hong, Huili, Cai, Qijie, and Wang, Min
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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]
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- 2024
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82. Leituras e cotidianos de trabalho de artistas de quadrinhos na América Latina: uma história oral.
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LIMA GOMES, IVAN
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COMIC books, strips, etc. ,PUBLISHING ,CHILDREN - Abstract
Copyright of IBEROAMERICANA. América Latina - España - Portugal is the property of Vervuert Verlag 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.)
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- 2024
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83. The Birth of the Child Study Movement in the U.S.: Some Ideological, Social and Institutional Influences.
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Harvard Univ., Cambridge, MA. Graduate School of Education. and Kirschner, Suzanne
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This paper explores some of the intellectual forces and themes connected to the emergence of the child study movement as a focus of scientific interest and research. This analysis is followed by a look at some institutional and social developments, which, it has been suggested, created needs and demands for the systematic study of children. Finally, there is an examination of the history of the movement itself: its chronology, methods and foci of study, some key figures associated with it, and its relationship to and reception by popular and academic audiences. The paper is divided into five sections: (1) early romantic theories of education and studies of development; (2) a note on nonromantic ideological strains in American psychology and education; (3) the influences of Darwinism; (4) social and institutional connections and influences; and (5) the child study movement, covering its major theoreticians, ideas, journals, goals and decline. A seven-page list of project research papers concludes the document. (IS)
- Published
- 1983
84. Bibliometric and Visual Analysis of the Current Status and Trends of Postoperative Pain in Children from 1950–2021.
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Wang, Cong, Liu, Li-Dan, and Bai, Xue
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POSTOPERATIVE pain ,POSTOPERATIVE pain treatment ,BIBLIOMETRICS ,MEDICAL subject headings ,DRUG administration ,ANALGESIA - Abstract
Background: Postoperative pain in children has been overlooked for a long time. The knowledge structure, research hotspots and trends related to postoperative pain in children are unclear and have not been systematically summarized. Purpose: We aimed to analyze the current state of research on postoperative pain in children and to conduct in-depth mining of the knowledge structure. Methods: The PubMed database for publications on postoperative pain in children between 1950 and 2021 was searched. Bibliographic Item Co-Occurrence Matrix Builder (BICOMB) was performed to obtain the co-word matrix and co-occurrence matrix. The H-index method was used to extract high-frequency main Medical Subject Headings (MeSH) terms/subheadings. Results: The high-frequency MeSH terms were analyzed by biclustering, strategic diagram and social network analyses. Totally, 4022 publications were retrieved. The analysis showed that 60 countries or regions published relevant documents, with the United States publishing the most significant number of papers. Totally, 811 journals published relevant papers, with Pediatric Anesthesia ranking first. Moreover, we extracted 43 high-frequency main MeSH terms/subheadings and clustered them into five categories: overview, aetiology and epidemiology, pharmacotherapy, opioid administration and dosing, and prevention and control of postoperative pain in children. Conclusion: Pharmacological treatments, pain prevention and control are the focus of research and are becoming increasingly mature. Opioid stewardship and regional anesthesia is the trend and focus of future research. Our study offers a better understanding of the current status and knowledge structure of postoperative pain in children and provides a reference for improving postoperative pain management in children in the future. [ABSTRACT FROM AUTHOR]
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- 2022
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85. Research hotspots for pediatric fractures from 2017 to 2022: A bibliometric and visual analysis via Citespace.
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Wang, Huan, Yang, Ya-ting, Lu, Qing-da, Liu, Chen-xin, Bai, Huan-an, Wang, Jia-ju, and Jie, Qiang
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BIBLIOMETRICS ,BONE density ,HUMERAL fractures ,CHILD abuse ,ANKLE fractures - Abstract
Objective: This review provides guidance and ideas for researchers through a comprehensive and comparative analysis of the present state, trends, and hotspots in the pediatric fracture literature over the past 6 years. Methods: We used Citespace 6.1.R6 software to explore the country/region distribution, institutions, journals, keyword analysis, and co-cited references of the literature from Web of Science core database. Results: There are 6472 pieces of pediatric fracture–related literature, including 2962 from 2017 to 2019 and 3510 from 2020 to 2022. The country with the most papers is the United States, and US institutions and journals also have a pivotal position in this field. Research hotspots for pediatric fractures in 2017–2019: The topic with the most attention is bone mineral density leading to related bone diseases. Treatment for pediatric fractures, including supracondylar humeral fractures, Monteggia fractures, forearm fractures, knee fractures, and ankle fractures in children, is another topic of greater interest. Brain injuries and dental injuries in children due to abuse and trauma are also concerning issues. Research hotspots for pediatric fractures in 2020–2022: comparison with 2017–2019 revealed a relative decrease regarding ankle-related epiphyseal injuries, but there is a higher focus on the epidemiology of fractures in children, risk factors, and reasons for childhood trauma. We have confirmed through literature co-citations that the literature of high interest is also in these aspects. Conclusion: Researchers and clinicians can quickly learn about topics of interest through authoritative journals and highly cited literature and rapidly master the current status and frontiers of the field through study, providing ideas for future work. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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86. Qualitative metasummary: Parents seeking support related to their TGNC children.
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Tyler, Tee R., Huddleston, Boglarka S., Barton, Taylor N., Thornton, Morgan H., Calloway, Emily T., Martin, Kimberly G., Morgan, Amber L., and Munoz, Valeria
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PSYCHOLOGY information storage & retrieval systems ,SOCIAL support ,SYSTEMATIC reviews ,GENDER-nonconforming people ,RESEARCH funding ,THEMATIC analysis ,MEDLINE ,PARENTS ,CHILDREN - Abstract
Background: Parents seek support on behalf of their transgender and gender nonconforming (TGNC) children. Previous qualitative studies explore the types of support parents seek inside and outside of healthcare settings. Healthcare providers often remain unprepared to effectively provide gender-affirming services to TGNC children and their accompanying parents and may benefit from learning about the support seeking experiences of parents with TGNC children. Aims: This paper summarized qualitative research studies that address the topic of parents seeking support on behalf of their TGNC children. We produced this report for healthcare providers to review to enhance gender-affirming services for parents and TGNC children. Methods: This paper outlines a qualitative metasummary of studies from the United States or Canada with data collected from parents of TGNC children. Data collection included the steps of journal runs, database searches, reference checks, and area scans. Data analysis involved the steps of extracting, editing, grouping, abstracting, and calculating the intensity and frequency effect sizes for finding statements from qualitative research study articles. Results: The results of this metasummary yielded two primary themes, six subthemes, and 24 total findings. The first primary theme of seeking guidance had three subthemes: educational resources, community networks, and advocacy efforts. The second primary theme of seeking healthcare had three subthemes: healthcare providers, mental healthcare, and general healthcare. Discussion: These findings provide information healthcare providers can use to inform their practice. These findings also highlight the importance of providers working collaboratively with parents when serving TGNC children. This article concludes with practical tips for providers. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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87. Commentary on Special Section: Deficit or Difference? Interpreting Diverse Developmental Paths
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Callanan, Maureen and Waxman, Sandra
- Abstract
In this special section, 6 articles address the provocative question of how to determine the boundary between difference and deficiency, for children who differ from the mainstream in some way--language, hearing, cultural background, socioeconomic status, or social understanding. Our commentary considers these articles in light of current models of cultural diversity, raising 4 warning signals about the danger of assuming deficits. Whereas children's school success is understandably a concern, we must be cautious about the known harmful effects of negative labeling and deficit assumptions.
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- 2013
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88. Internet Surfing for Kindergarten Children: A Feasibility Study
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Loo, Alfr
- Abstract
The Internet is an effective learning tool for gifted children because it allows them to independently select the areas in which they have talent. The Internet also enables children to discover and maximize their potential. However, younger children might not have a large enough vocabulary to surf the Internet, even if they are gifted. For example, children who are creatively gifted might not have exceptional reading ability. To solve this problem, a special web browser was used to generate human speech according to the words that appeared on the web pages displayed. Experiments involving about 100 kindergarteners were conducted to assess the effectiveness of our approach. This paper demonstrates the feasibility of this web browser in enabling kindergarten children aged 3-6 years old to surf the Internet. (Contains 3 figures.)
- Published
- 2012
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89. A Review Essay on the Measurement of Child Well-Being
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Fernandes, Liliana, Mendes, Americo, and Teixeira, Aurora A. C.
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Research on indicators related to the state of child well-being is a growing field that has experienced several changes over time. The growing supply of data on children, as well as the need to facilitate conclusions and to track trends, has led researchers to develop a number of child well-being indexes. This paper critically reviews the most recent and relevant child well-being indexes, i.e., the Index of Child and Youth Well-Being in the United States, the Child Well-being Index for the European Union, the Microdata Child Well-being Index, and the Deprivation Index. The study focuses primarily on the contributions and innovations the indexes have brought to the field, making a critical assessment of the methods used in the construction of the indexes and identifying their main limitations.
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- 2012
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90. The Idea of Infancy and Nineteenth-Century American Education
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Watras, Joseph
- Abstract
Writing in 1962, Phillippe Aries argued that an initial step in the movement to establish schools for children in Europe took place during the sixteenth and seventeenth centuries when moralists and artists began portraying children as different from adults. According to Aries, the portrayal of childhood as a unique period enabled the family and the school to separate children from society. Whether Aries accurately described the process in Europe, American educators embraced the idea that childhood was a distinct stage under different circumstances and with different effects. An important difference is that American educators did not accord children special status and, subsequently, build schools. Before American educators decided that childhood differed from adulthood, they had built schools and enrolled children across the country. Another piece of evidence that American educators built schools and enrolled children across the country before they decided that childhood differed from adulthood is that the popular models of curriculum treated children as miniature adults and prepared them for the life as adults. In short, this paper suggests that Aries's assertion that the discovery of childhood led to the spread of formal schooling did not match the many different factors present in America during the nineteenth century. On a practical level, the rise of schooling followed an increase in the size and number of cities. On a theoretical level, evolutionary theory was important.
- Published
- 2012
91. Educating Students of Poverty: One School's Story
- Author
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Wallenstein, Roger
- Abstract
The focus of the achievement gap seems to be less about racial and ethnic distinctions and more about disparities in socioeconomic status. Students from affluent and secure backgrounds have a running head start on students mired in poverty. Few young people in the United States live in more challenging conditions than the children of the eastern Coachella Valley in southern California. Many parents work hard to make ends meet by working the fields of vegetables and fruits, while others have nonskilled jobs in the hospitality industry. Despite their background and low standardized test scores, elementary school students of the valley display a positive attitude and a desire to learn. (Contains 6 figures.)
- Published
- 2012
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92. A Longitudinal Study of Children's Social Behaviors and Their Causal Relationship to Reading Growth
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Lim, Hyo Jin and Kim, Junyeop
- Abstract
This paper aims at investigating the causal effects of social behaviors on subsequent reading growth in elementary school, using the "Early Childhood Longitudinal Study-Kindergarten" ("ECLS-K") data. The sample was 8,869 subjects who provided longitudinal measures of reading IRT scores from kindergarten (1998-1999) to fifth grades (2003-2004) in the United States. To examine the causal relationship, propensity score methods were used to match higher and lower groups in four social behavior domains such as Approaches to learning, Interpersonal skills, Internalizing problem behavior and Externalizing problem behavior. Results showed that the matched sample achieved sufficient pretreatment balance between the two groups. To examine the effects of social behaviors on the reading growth, multilevel growth model (MGM) was employed. Comparisons of the matched samples showed that children in the high groups of pro-social behavior or in the low groups of problem behavior at kindergarten entrance started with higher reading skills and developed reading achievement faster than those who were not. This study suggests that children's early social behavior is crucial in reading development. Practical implication and direction of future research are also discussed.
- Published
- 2011
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93. Does Food Insecurity at Home Affect Non-Cognitive Performance at School? A Longitudinal Analysis of Elementary Student Classroom Behavior
- Author
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Howard, Larry L.
- Abstract
This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S. counties to control for potential confounding effects of the local economic and noneconomic environment on children's household transitions between states of food insecurity and food security. The time horizon of our analysis affords insight into factors underlying children's formation of non-cognitive skills and the efficiency of classroom-based educational production in elementary school. Overall, we find significant negative developmental effects for children with food insecurity at home; and that children experiencing an early transition from food insecurity in 1st grade to food security in 3rd grade have even larger impairments that persist through 5th grade. (Contains 11 tables.)
- Published
- 2011
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94. Jamaican American Child Disciplinary Practices
- Author
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Carter, Stephaney
- Abstract
Little is known about child disciplinary practices in Jamaican American families. Literature on child discipline in Jamaica and other Caribbean nations has mainly focused on physical discipline, and no empirical studies have investigated the types of discipline used in the Jamaican American community. The purpose of this study was to describe current child disciplinary practices in Jamaican American families. A total of 311 primarily first-generation Jamaican American parents from New York City completed the 54-item Jamaican Child Discipline Survey, designed for this study, either online or in paper-pencil format. The main foci of the study included the use of child discipline techniques taken from the Jamaican Survey of Living Conditions for children ages 5 to 11 years and 12 to 18 years for both home and school-related infractions; parental goals for parenting; strictness ratings of child discipline strategies; differences between mothers and fathers; and perceived differences between parenting practices in Jamaica and the United States. Results revealed that Jamaican American parents use a wide variety of child discipline techniques, with frequency of use varying by parent gender and age of child. Reasoning and removing privileges were used most frequently for both age groups. Top parenting goals were developing a relationship with God and achieving a good education. Parents tended to use the techniques they rated more strictly more often. Mothers more often were the primary parent and used quarreling/shouting more frequently. Most respondents perceived the United States as different and less strict compared to Jamaica in regard to parenting practices. Significant associations were found among parents' level of education, age, time in the United States, and the frequency of use of child discipline techniques. Major themes from optional open-ended comments included: (a) the role of the church and Bible as integral to child discipline, (b) the importance of maintaining open communication with children, and (c) child discipline and training begins at an early age. Cultural influences related to Jamaicans living and parenting in the United States are addressed. Implications for mental health, family and school counseling, and counselor education are discussed. Recommendations for future research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2011
95. A synthesis and appraisal of clinical practice guidelines, consensus statements and Cochrane systematic reviews for the management of focal spasticity in adults and children.
- Author
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Williams, Gavin, Singer, Barby J., Ashford, Stephen, Hoare, Brian, Hastings-Ison, Tandy, Fheodoroff, Klemens, Berwick, Steffen, Sutherland, Edwina, and Hill, Bridget
- Subjects
CONSENSUS (Social sciences) ,META-synthesis ,PATIENT aftercare ,EVALUATION of medical care ,CINAHL database ,SKELETAL muscle ,MEDICAL information storage & retrieval systems ,MEDICAL databases ,INFORMATION storage & retrieval systems ,NEUROLOGY ,SYSTEMATIC reviews ,EXTREMITIES (Anatomy) ,PHYSICAL therapy ,MEDICAL personnel ,PEDIATRICS ,SPASTICITY ,MEDICAL protocols ,PATIENTS' families ,PHYSICAL activity ,RESEARCH funding ,HEALTH care teams ,DECISION making ,DESCRIPTIVE statistics ,PATIENT-professional relations ,MEDLINE ,GOAL (Psychology) ,CHILDREN ,ADULTS - Abstract
To identify and appraise the existing clinical practice guidelines, consensus statements and Cochrane systematic reviews for the management of adult and paediatric focal spasticity to generate a single synthesized guideline. Systematic review of 12 electronic databases. Clinical practice guidelines, consensus statements and Cochrane systematic reviews for focal spasticity in adults and children. Included studies were appraised according to the AGREE II criteria. A total of 25 papers were included in this review, comprising 12 clinical practice guidelines, nine consensus statements and four Cochrane systematic reviews. The areas most strongly endorsed were: (1) management to be provided by a multi-disciplinary team, (2) therapy should be goal-directed, (3) goals to be developed in conjunction with the patient and family, and (4) importance of follow-up evaluations. There was a greater focus on activity outcomes and classification in the paediatric papers. The guidelines varied considerably in their quality, with AGREE II scores ranging from 52.8 to 97.1%. This systematic review has synthesized the key elements regarding principles of focal spasticity management, outcome measures, physical interventions and educational recommendations into a single, readily applied guideline available for clinical use. Despite considerable variability in the quality of the guidelines, several strong themes emerged. Focal spasticity management should be multi-disciplinary, patient-centred and goal-directed. Routine measurement of impairment and activity are strongly endorsed. Botulinum toxin A injection should only be provided as part of an integrated approach to focal spasticity management. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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96. Adapting Systems of Care for Child Welfare Practice with Immigrant Latino Children and Families
- Author
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Dettlaff, Alan J. and Rycraft, Joan R.
- Abstract
Recent reform efforts in the child welfare system have called for child welfare agencies to provide community-based services and to increase the involvement of external stakeholders in identifying and developing services within the community. At the same time, child welfare agencies are faced with the challenge of providing services to an increasingly diverse population of children and families. As a result, there is a need for evidence-based practice models that respond to these challenges and promote positive outcomes for children and families. This paper describes the development of a program designed to train child welfare staff on the application of an existing evidence-based framework, systems of care, to practice with immigrant Latino children and families as a means of responding to these multiple calls for systems change and practice improvement. Immigrant Latino children and families represent the largest and fastest-growing population in the United States, and thus require the attention of child welfare systems and the development of evidence-based practices designed to respond to the unique needs of this population. Recommendations for program planners and evaluators on the application of systems of care to child welfare practice with immigrant Latino children and families are provided.
- Published
- 2010
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97. Depression among Couples in the United States in the Context of Intimate Partner Violence
- Author
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Vaeth, Patrice A. C., Ramisetty-Mikler, Suhasini, and Caetano, Raul
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This paper examines the relationship between intimate partner violence and depression. A multicluster random household sample of U.S. couples was interviewed as part of a five-year national longitudinal study (response rate = 72%). Depression was assessed with the CES-D. The multivariate analyses for men showed that the odds of depression did not vary significantly by type of male-to-female (MF) or female-to-male (FM) aggression. Men who engaged in infrequent binge drinking, compared to those who never binged, were less likely to be depressed, as were men with greater collective efficacy. For women, the multivariate analysis, showed that FM aggression (psychological: minor and severe, and physical) was associated with a greater likelihood of depression. Exposure to parental violence was also associated with depression. Women may experience depression as the result of psychological and physical aggression even if they are the perpetrators of such aggression. (Contains 4 tables.)
- Published
- 2010
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98. Psychosocial factors associated with the mental health of indigenous children living in high income countries: a systematic review.
- Author
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Young, Christian, Hanson, Camilla, Craig, Jonathan C., Clapham, Kathleen, and Williamson, Anna
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MENTAL illness prevention ,MENTAL illness risk factors ,INDIGENOUS children ,DISCRIMINATION (Sociology) ,MEDICAL information storage & retrieval systems ,PSYCHOLOGY information storage & retrieval systems ,MEDLINE ,MENTAL health ,OPTIMISM ,PARENTING ,SELF-perception ,SUBSTANCE abuse ,SYSTEMATIC reviews ,COMORBIDITY ,AFFINITY groups ,FAMILY relations ,QUANTITATIVE research ,CROSS-sectional method ,CHILDREN - Abstract
Background: Indigenous children living in high income countries have a consistently high prevalence of mental health problems. We aimed to identify psychosocial risk and protective factors for mental health in this setting. Methods: A systematic review of studies published between 1996 and 2016 that quantitatively evaluated the association between psychosocial variables and mental health among Indigenous children living in high income countries was conducted. Psychosocial variables were grouped into commonly occurring domains. Individual studies were judged to provide evidence for an association between a domain and either good mental health, poor mental health, or a negligible or inconsistent association. The overall quality of evidence across all studies for each domain was assessed using the Grades of Recommendation, Assessment, Development, and Evaluation (GRADE) guidelines. Results: Forty-seven papers were eligible (mainland US 30 [64%], Canada 8 [17%], Australia 7 [15%], Hawaii 4 [9%]), including 58,218 participants aged 4-20 years. Most papers were cross-sectional (39, 83%) and measured negative mental health outcomes (41, 87%). Children's negative cohesion with their families and the presence of adverse events appeared the most reliable predictors of increased negative mental health outcomes. Children's substance use, experiences of discrimination, comorbid internalising symptoms, and negative parental behaviour also provided evidence of associations with negative mental health outcomes. Positive family and peer relationships, high self-esteem and optimism were associated with increased positive mental health outcomes. Conclusions: Quantitative research investigating Indigenous children's mental health is largely cross-sectional and focused upon negative outcomes. Indigenous children living in high income countries share many of the same risk and protective factors associated with mental health. The evidence linking children's familial environment, psychological traits, substance use and experiences of discrimination with mental health outcomes highlights key targets for more concerted efforts to develop initiatives to improve the mental health of Indigenous children. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
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99. Use of Complementary and Alternative Medicine (CAM) in Autism Spectrum Disorder (ASD): Comparison of Chinese and Western Culture (Part A)
- Author
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Wong, V. C. N.
- Abstract
A cross-sectional survey of the use of CAM by children was undertaken in the Duchess of Kent Children's Hospital in Hong Kong (March-December 2006). A questionnaire survey concerning the use of CAM was administered to chief caretakers (only the mothers) who accompanied children with neurodevelopmental disabilities followed up in our Neurodevelopmental paediatrics clinics. Four hundred and thirty agreed for interview of which 98 (22.8%) had Autism Spectrum Disorder (ASD). CAM was used in 40.8% for ASD and 21.4% of non-ASD (p less than 0.001). We describe the profile of use of CAM in ASD in this part A paper. The three most common type of CAM use was Acupuncture (47.5%), Sensory Integration (42.5%), and Chinese Medicine (30%). About 76.9% of interviewees expected CAM to augment conventional treatment. Although 47.5% used both conventional western medicine and CAM, only 22.4% disclosed the use of CAM to Doctors. The following factors were significantly related to CAM use: father's job and mother's religion. Our frequency of CAM used in children with ASD was lower in Canada (52%) and USA (74%, 92%). The main CAM use in western culture was biological-based therapy whereas acupuncture was the most common CAM used in our locality.
- Published
- 2009
- Full Text
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100. Do School Lunches Contribute to Childhood Obesity?
- Author
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Schanzenbach, Diane Whitmore
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This paper assesses whether school lunches contribute to childhood obesity. I employ two methods to isolate the causal impact of school lunches on obesity. First, using panel data, I ?nd that children who consume school lunches are more likely to be obese than those who brown bag their lunches even though they enter kindergarten with the same obesity rates. Second, I leverage the sharp discontinuity in eligibility for reduced-price lunch to compare children just above and just below the eligibility cutoff. Students are more likely to be obese, and weigh more if they are income-eligible for reduced price school lunches. (Contains 9 tables, 1 figure and 33 footnotes.)
- Published
- 2009
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