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Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field最新文献

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An Evidence-Based Approach to Professional Development in Head Start Classrooms. 以证据为基础的先导课堂专业发展方法。
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2012-02-13 DOI: 10.1080/15240754.2011.636489
C. Trivette, M. Raab, C. Dunst
{"title":"An Evidence-Based Approach to Professional Development in Head Start Classrooms.","authors":"C. Trivette, M. Raab, C. Dunst","doi":"10.1080/15240754.2011.636489","DOIUrl":"https://doi.org/10.1080/15240754.2011.636489","url":null,"abstract":"An evidence-based approach to professional development used to promote Head Start teacher adoption of evidence-based early childhood intervention practices is described. The article, includes a summary of findings from a meta-analysis of adult learning methods, a description of an approach to professional development informed by the meta-analysis results, and a description of how the approach was used to provide training to teachers in 18 Head Start classrooms. An evaluation of the professional development approach in the Head Start classrooms found that it was associated with differences in teacher adoption and use of the child learning opportunities and teacher instructional practices constituting the focus of training. Implications for professional development in early childhood programs are described.","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"437 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121069606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 23
Steps to Successful Professional Development in Head Start 成功的专业发展的步骤
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2012-02-13 DOI: 10.1080/15240754.2011.637644
C. Trivette, M. Raab, C. Dunst
{"title":"Steps to Successful Professional Development in Head Start","authors":"C. Trivette, M. Raab, C. Dunst","doi":"10.1080/15240754.2011.637644","DOIUrl":"https://doi.org/10.1080/15240754.2011.637644","url":null,"abstract":"This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding important characteristics of the coaching-mentoring process are illustrated. A performance checklist found to be useful for promoting practitioners’ understanding and adoption of evidence-based early childhood practices is provided.","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129221907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Increasing Toy Play Among Toddlers With and Without Disabilities By Modifying the Structural Quality of the Classroom Environment 通过改变教室环境的结构质量来增加有或无残疾幼儿的玩具玩
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2006-03-01 DOI: 10.1207/S19309325NHSA0901_5
Cynthia F. DiCarlo, Sarintha B Stricklin, D. Reid
{"title":"Increasing Toy Play Among Toddlers With and Without Disabilities By Modifying the Structural Quality of the Classroom Environment","authors":"Cynthia F. DiCarlo, Sarintha B Stricklin, D. Reid","doi":"10.1207/S19309325NHSA0901_5","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0901_5","url":null,"abstract":"The effects of modifying the structural quality components of inclusive classrooms on material engagement among toddlers (18-36 months) with and without disabilities were evaluated. Initially, three classrooms were evaluated using items that addressed structural quality from the Infant/Toddler Environment Rating Scale, the National Association for the Education of Young Children Classroom Observation Form, and the Assessment Profile for Early Childhood Programs. Each classroom environment was then modified based on the results of the evaluation by adding toys, furniture, and supplies. Results demonstrate that modification of structural quality elements increased overall engagement with materials for eight of nine children. Areas for future research noted include modification of the structural quality components of child care classrooms to increase mastery toy play.","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124770124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Does Looping Make a Difference? The Impact of Preschool Looping on Child Outcomes. 循环有影响吗?学前循环对儿童发展的影响。
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2006-03-01 DOI: 10.1207/S19309325NHSA0901_3
S. Judge, Marian B. Phillips
{"title":"Does Looping Make a Difference? The Impact of Preschool Looping on Child Outcomes.","authors":"S. Judge, Marian B. Phillips","doi":"10.1207/S19309325NHSA0901_3","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0901_3","url":null,"abstract":"This study examined the effects of looping teachers' remaining with a core group of children for multiple years in a preschool program for at-risk children. The sample consisted of 59 4-year-old children who had the same teacher for two years and 167 4-year-old children who had a different teacher for each year of preschool. Student progress on congressionally mandated child outcomes were analyzed to determine if looping had an impact on young children's cognitive and affective skills. The results showed that looping children exhibited higher scores on personal and social development compared to non-looping children whereas non-looping children exhibited higher scores on mathematical thinking compared to looping children. Discussion focused on the possible role of these personal and social skills for early school success.","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128158511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
The Keys to Interactive Parenting Scale (KIPS): A Practical Observational Assessment of Parenting Behavior 交互式父母行为量表(KIPS)的关键:父母行为的实用观察评估
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2006-03-01 DOI: 10.1207/S19309325NHSA0901_4
Marilee Comfort, P. R. Gordon
{"title":"The Keys to Interactive Parenting Scale (KIPS): A Practical Observational Assessment of Parenting Behavior","authors":"Marilee Comfort, P. R. Gordon","doi":"10.1207/S19309325NHSA0901_4","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0901_4","url":null,"abstract":"Because of the well-documented role caregiving plays in child development and socialization, family service programs commonly aim to improve parenting. Despite the common emphasis on parenting behavior, few programs regularly assess it, because existing observational tools, designed primarily for research purposes, prove too cumbersome for use in a family services setting. The Keys to Interactive Parenting Scale (KIPS) was designed to fill the need for a convenient observational assessment of parenting behavior in the family services setting. Developed through three stages involving literature review, psychometric testing, and practitioner feed- back, KIPS demonstrates reliability and validity. A field test with home visitors from Early Head Start and Parents As Teachers programs showed that providers could reliably use the scale with the families they served and highly valued the information obtained. KIPS provides a practical means of assessing parenting behavior, and can be used to guide intervention, ...","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"86 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132789208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 40
Resilient Partners: The Development of a University-Community Collaboration to Promote Wellness for Head Start Children and Families 弹性伙伴:大学社区合作的发展，以促进儿童和家庭的健康
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2005-03-01 DOI: 10.1207/S19309325NHSA0801_6
Julia L. Mendez, B. Lloyd
{"title":"Resilient Partners: The Development of a University-Community Collaboration to Promote Wellness for Head Start Children and Families","authors":"Julia L. Mendez, B. Lloyd","doi":"10.1207/S19309325NHSA0801_6","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0801_6","url":null,"abstract":"This paper describes a theoretically driven approach uniquely suited for the development of research partnerships between university teams and local communities serving children enrolled in Head Start programs. A literature review on dimensions of successful research partnerships provides a backdrop for presenting the Resilience Partnership-Directed Approach (RPA) to conducting wellness research, with a specific emphasis on issues that arise when working with ethnic minority populations. RPA involves four stages that capture the evolution of collaborative research initiatives involving university-based research teams and community partners. Key methods and expected outcomes for each stage are reviewed and examples from a parent involvement project illustrate how attention to core processes of collaboration can produce data that benefit both the practitioner and research communities. The paper concludes with recommendations regarding the use of RPA and a discussion of a research partnership's effects on training for undergraduate and graduate students.","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115905480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Parents' Goals and the Early Cognitive Development of Economically Disadvantaged Children. 父母目标与经济困难儿童早期认知发展。
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2005-03-01 DOI: 10.1207/S19309325NHSA0801_9
Robert F. Bettler, B. Burns, S. Strother
{"title":"Parents' Goals and the Early Cognitive Development of Economically Disadvantaged Children.","authors":"Robert F. Bettler, B. Burns, S. Strother","doi":"10.1207/S19309325NHSA0801_9","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0801_9","url":null,"abstract":"In contrast to the many studies that have examined parenting in low-income families from a deficit perspective, this study examines their strengths by proposing and testing a model of parenting goals derived from social and developmental theories on goal-orientation, motivation, attachment, and child socialization. The model posits two categories of parenting goals, empathy goals, and socialization goals, as described by Dix (1992), and extends previous theories of parenting, e.g., Darling's and Steinberg's (1993), by suggesting that empathy goals operate more distally to academic achievement, through the mediator of socialization goals. The model, tested in a sample of 220 Head Start pre-schoolers of largely African American descent, suggests that establishing an environment of responsiveness to a child's emotional needs is an important precursor to parents' efforts at improving academic performance. Based on the results of these tests, a number of theoretical and practical implications are offered regar...","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132347019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Maternal Role Competence: Promoting Family Resilience in Head Start Programs. 母亲角色能力:促进家庭适应力在学前教育计划。
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2005-03-01 DOI: 10.1207/S19309325NHSA0801_7
J. Grossman
{"title":"Maternal Role Competence: Promoting Family Resilience in Head Start Programs.","authors":"J. Grossman","doi":"10.1207/S19309325NHSA0801_7","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0801_7","url":null,"abstract":"This article describes one component of a comprehensive model of family-centered preventive mental health services that were delivered as part of a University-Head Start Partnership grant. Personal Best, a carefully designed role competence curriculum, was implemented through a group intervention to examine the personal and contextual factors that impact parenting and maternal self-efficacy. Qualitative methods were used to evaluate the implementation process and the perceived impact of the intervention. Three key themes emerged: friendship and women's issues, information and mutual support, and personal growth. The findings, implications, and recommendations for continued development of child and family mental health services are discussed.","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134526018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Utilizing Interactive Technology to Conduct Team Assessments: Teaming With Technology Research Project 利用互动技术进行团队评估:与技术研究项目合作
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2005-03-01 DOI: 10.1207/S19309325NHSA0801_11
C. Thompson, Michelle L. Buchanan, Laura L. Westlake, K. Heinlein
{"title":"Utilizing Interactive Technology to Conduct Team Assessments: Teaming With Technology Research Project","authors":"C. Thompson, Michelle L. Buchanan, Laura L. Westlake, K. Heinlein","doi":"10.1207/S19309325NHSA0801_11","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0801_11","url":null,"abstract":"This article describes a project that used interactive technology to conduct arena assessments at a distance. Team building, technology requirements, technology employed, observational and quantitative results of assessment comparisons, and future directions are discussed. Real-time distance assessments were performed through the use of network systems. Appropriate teaming procedures and positive assessment results have been obtained. Video conferencing hardware software optimized for Internet data connections is a new option. The application of these technologies for assessing children with disabilities at Head Start and other early intervention sites, particularly those in rural areas, is discussed.","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"309 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122490892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mental Health in Head Start: Leave No Child Behind 领先优势中的心理健康:不让任何一个孩子掉队
Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field Pub Date : 2005-03-01 DOI: 10.1207/S19309325NHSA0801_5
M. Jellinek, Sandra J. Bishop-Josef, M. Murphy, E. Zigler
{"title":"Mental Health in Head Start: Leave No Child Behind","authors":"M. Jellinek, Sandra J. Bishop-Josef, M. Murphy, E. Zigler","doi":"10.1207/S19309325NHSA0801_5","DOIUrl":"https://doi.org/10.1207/S19309325NHSA0801_5","url":null,"abstract":"The original vision of Head Start called for a program that would \"get kids ready so they would have a chance in school ... a chance in life\" (Sargent Shriver; quoted in Zigler and Valentine, 1997,...","PeriodicalId":216014,"journal":{"name":"Nhsa Dialog: A Research-to-practice Journal for The Early Intervention Field","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117268828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
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