Frontiers in Developmental Psychology最新文献_第2页

Out-of-school suspensions in U.S. public schools: relations with chronic teacher absenteeism 美国公立学校的校外停学:与教师长期缺勤的关系

Frontiers in Developmental Psychology Pub Date : 2023-07-31 DOI: 10.3389/fdpys.2023.1199570

R. Fabes, H. O'Rourke, Evandra Catherine, Zuchao Shen, Ashley McDonald

{"title":"Out-of-school suspensions in U.S. public schools: relations with chronic teacher absenteeism","authors":"R. Fabes, H. O'Rourke, Evandra Catherine, Zuchao Shen, Ashley McDonald","doi":"10.3389/fdpys.2023.1199570","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1199570","url":null,"abstract":"Out-of-school suspensions (OSSs) put students at risk for an array of negative social and academic outcomes. The rates of the use of OSS vary considerably from one school to another; however, school-level characteristics have not been studied extensively. The purpose of this study was to examine the degree to which chronic teacher absenteeism predicted the overall rates of OSS, as well as racial/ethnic disparities in its use. Although research has established that teachers are one of the most significant school-based factors affecting student success and learning, they need to be present in the classroom for students to derive these benefits. Using a national sample of public schools in the United States, the study's findings confirmed that schools with higher rates of chronic teacher absenteeism also had higher rates of the use of suspension. Moreover, within a school, higher proportions of chronic teacher absence were related to greater disparities in the rates of suspensions for Black students relative to white students. It was concluded that chronic absenteeism represents a significant risk factor that is related to the use of OSS with students in a school.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125237200","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

The grand challenge in social and emotional development: building a harmonious world for children and adolescents 社会和情感发展的巨大挑战:为儿童和青少年建立一个和谐的世界

Frontiers in Developmental Psychology Pub Date : 2023-07-28 DOI: 10.3389/fdpys.2023.1130880

L. Hanish

引用次数: 0

Meet Up Buddy Up: effective strategies to promote 4th grade students' intergroup prosocial behavior 四年级学生群体间亲社会行为的有效策略

Frontiers in Developmental Psychology Pub Date : 2023-07-27 DOI: 10.3389/fdpys.2023.1177566

Sonya Xinyue Xiao, Haining Ren, L. Hanish, C. Miller, C. Martin, R. Fabes

{"title":"Meet Up Buddy Up: effective strategies to promote 4th grade students' intergroup prosocial behavior","authors":"Sonya Xinyue Xiao, Haining Ren, L. Hanish, C. Miller, C. Martin, R. Fabes","doi":"10.3389/fdpys.2023.1177566","DOIUrl":"https://doi.org/10.3389/fdpys.2023.1177566","url":null,"abstract":"Given the changing demographics in the U.S., it has become increasingly important to promote prosocial behavior toward those dissimilar from oneself. This research is the first to examine the degree to which children's group-based prosocial behavior, specifically, prosocial behavior directed to other-gender peers, can be promoted through simple classroom-based intervention strategies.Using a randomized controlled trial (RCT) pre- and post-design with 346 4th graders from four schools in the Southwest U.S. over 1 academic year, we examined the effect of simultaneously implementing two strategies for promoting relationships among diverse peers, Meet Up and Buddy Up (MUBU). MU involved promoting group/classroom level peer interactions whereas BU focused on dyadic peer interactions.Path analysis yielded support for our hypothesis that MUBU effectively increased children's other-gender prosociality above and beyond baseline prosociality. The finding speaks to the utility of relationship-building for enhancing children's intergroup prosocial behavior. We discussed implications for research and educational practices.","PeriodicalId":424048,"journal":{"name":"Frontiers in Developmental Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129108403","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

Children's social network size is related to their perspective-taking skills 儿童的社会网络大小与其换位思考能力有关

Frontiers in Developmental Psychology Pub Date : 2023-07-27 DOI: 10.3389/fdpys.2023.1221056

Nicole Burke, Natalie Brezack, M. Meyer, A. Woodward

引用次数: 0

Why the time is ripe for an education revolution 为什么教育革命的时机已经成熟

Frontiers in Developmental Psychology Pub Date : 2023-07-27 DOI: 10.3389/fdpys.2023.1177576

Angeline S. Lillard

引用次数: 2

Grand challenges in developmental psychology 发展心理学的重大挑战

Frontiers in Developmental Psychology Pub Date : 2023-07-25 DOI: 10.3389/fdpys.2023.1069925

Angeline S. Lillard

引用次数: 0