Download or read book The Interrelationships Among and the Gender Effects of Parental Expectations Children s Perceptions of Parental Expectations Children s Attitudes Toward Reading Children s Self concepts as Readers and Children s Reading Comprehension written by Joanne Marie Legge and published by . This book was released on 1994 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Masters Abstracts International written by and published by . This book was released on 1996 with total page 1000 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1993 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1987 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1980 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Parents Social Expectations as Correlates of Children s Peer Relations written by Darren C. Pennington and published by . This book was released on 1987 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent peer relations studies that have included parents as subjects have pointed to supporting behaviors performed by parents and their role in the development of children's peer relations. Findings from these studies have been similar to explanations of expectation effects. That is, expectation holders support their expectations by behaving in ways favorable to expected outcomes. Two models developed to explain parent and teacher educational expectation effects were used in this study to help explain parents' social expectations. A questionnaire was developed assessing parents' perceptions of their children's peer relations and parents' expressed levels of importance regarding children's peer relations. These measures were correlated with three sociometric measures of children's peer relations and children's and teacher's perceptions of children's peer relations. The sample consisted of 76 families whose children were enrolled in two university-based child development preschool programs. Findings from this study indicated that mothers' and fathers' perception scores of their children's peer relations were significantly and positively correlated with children's acceptance rating scores but inversely correlated with children's rejection scores. The level of importance expressed by fathers, but not mothers, regarding their children's peer relations was significantly correlated with all three sociometric measures. There were no significant differences in parents' scores as a function of parent or child gender, but the accuracy of mothers' perception scores appeared influential in determining mothers' level of importance scores. Less accurate mothers had significantly higher importance scores than more accurate mothers. Parents' perception scores did not correlate significantly with either children's or teacher's perception scores. These findings suggest that a relationship exists between parents' social expectations and children's peer relations. Continued research in the area of children's peer relations which includes parents as subjects is needed.

Download or read book Resources in Women s Educational Equity Special Issue written by and published by . This book was released on 1979 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1984 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationships Between Children s Perceptions of Parental Expectations for School Achievement and Their Achievement in Comparison to Ability written by Harold W. Thorpe and published by . This book was released on 1970 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developmental Trends Processes and Associations Between Children s Gender Understanding and Felt Pressure to Conform to Gender Roles written by Kingsley Schroeder and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Although many theories of gender development place emphasis on childrens cognitions as a precursor to gendered behaviors and attitudes, few researchers have attempted to examine childrens explicit access to and the content of their gender cognitions. The current study aimed to better understand childrens gender cognitions, both in terms of developmental trends and with respect to other gender-related constructs. Seventy-seven children between the ages of six and 12 years (Mage = 9.03 years; 48% girls) were interviewed about their understanding of gender. The interview, presented in both open-ended and forced-choice formats, was designed to tap three specific facets of childrens gender cognitions, namely: (1) definitions of gender category labels, (2) the prescriptive nature of gender, and (3) the origins of gender differences in behavior. The current study also measured childrens felt pressure to conform to traditional gender roles, as it was hypothesized to be associated with childrens understanding of gender. To measure potential precursors and outcomes related to felt pressure, parents responded to questions about their gender socialization strategies and opinions. Children responded to vignettes about their peers sexist comments and behaviors. Data showed that younger children defined gender labels by external traits (appearance and behaviors) more than did older children. Additionally, when asked about the origins of gender differences, younger children were more likely to agree with biological reasons than were older children. Contrary to hypotheses, younger children were also more likely to agree that gender differences were the result of socialization and expectations about future roles than were older children. Findings showed substantial support for hypotheses related to the processes surrounding childrens experiences of felt pressure to conform to traditional gender roles. Specifically, parents more egalitarian socialization strategies were related to childrens lower levels of felt pressure, and childrens lower levels of felt pressure were related to more frequent confrontation of peers sexist comments and behaviors. Data also showed that felt pressure was associated with childrens gender cognitions. That is, children who experienced greater felt pressure to conform to traditional gender roles showed (1) greater agreement with definitions of gender that included appearances and preferences and (2) greater agreement with the notion that children should act like same-gender peers than did children who experienced less felt pressure. Findings are discussed in terms of implications for gender development theory and the role of historical contexts in gender research.

Download or read book Child Gender Parental Expectations and Academic Achievement written by Lauren Hammer and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Although the gender gap in educational achievement has been on the decline, gender differences in ability perceptions and career choice still exist. The present study builds on previous research regarding the interplay of child gender, parental expectations, parental involvements, and academic achievement to focus on the role parents may play in this gender socialization process. Data from the Early Childhood Longitudinal Study, Kindergarten cohort of 1998-1999, was used to conduct a series of multivariate Ordinary Least Squares regression analyses. The results indicated higher reading and math achievement among girls as well as higher parental academic expectations for girls. Additionally, mothers of girls tended to be more involved in the school setting, compared to mothers of boys. Interestingly, I found a negative association between frequency of parental homework help and academic achievement, which likely reflects the fact that parents respond to lower academic achievement with increased homework help. This study further proposes possible explanations for these findings as well as implications for future research.

Download or read book Children s Perceptions of Parental Values Regarding Gender written by Brady Summer Everett and published by . This book was released on 2011 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined children's interpretations of parental values regarding gender and how those perceptions influence their gender stereotyping. It was hypothesized that fathers would show higher gender stereotyping than mothers, that children's own values would correlate more strongly with their perceptions of their parents' values than with their parents' actual values, and that parenting style would moderate this relationship. Participants were 41 fourth and fifth graders who completed a parenting style questionnaire; the Sex Stereotype Measure II; and a preference questionnaire regarding how much they would like to perform certain gendered occupations and activities and have certain gendered traits, as well as how they believe their parents would want them to answer. Their parents (N = 58) also completed the preference questionnaire, indicating how they would like their son or daughter to answer each question. The results did not provide consistent support for past research showing that fathers are more concerned with gender conformity than mothers are, and coding difficulties prevented the examination of the prediction that parenting style moderates the relation between parent values and children values. However, findings do suggest that children's perceptions of parents' values influence children's gender concepts more than parents' actual gender-related values.

Download or read book The Influence of Children s Gender and Behavior on Parental Perceptions written by Virginia Marie Lowery and published by . This book was released on 2006 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Children s Perceptions of Gender and Work Roles written by Gloria Morris Nemerowicz and published by Greenwood. This book was released on 1979 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Space Between written by and published by . This book was released on 2005 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: With a continued and recently growing difference in achievement between African American and White students and between African American boys and their female peers, attention is re-focusing on parents as agents of positive change. No Child Left Behind calls on schools to reduce inter-group achievement gaps in part by making parents instruments of their children's success. However, to effectively engage parents in their children's education and reduce the achievement gap, we must understand better the nature and effects of parental engagement and how the construct, as it is enacted, may differ across family race and child gender. With data for African American and White parents of boys and girls from the Early Childhood Longitudinal Study - Kindergarten Class, this study tests, via structural equation modeling, a multidimensional conceptualization of parental engagement, its predictors, and its effects. Confirmatory factor analysis results support a five-factor, behavioral conceptualization of parental engagement for African American and White parents of boys and girls & mdash;each factor representing a role parents play when engaging in their children's learning: Resource Agent, Manager, Teacher, Encourager, and Relational Advocate. Parent-related constraints (such as socioeconomic status and education) was the strongest negative predictor of parental engagement and parental expectations across all groups, while school-related constraints (parent perceptions of school and teacher efforts to inform and engage them) was a particularly strong negative predictor of parental engagement for African American parents of girls only. Logistical constraints (such as inconvenient meeting times) and parental expectations were weak predictors of actual parental engagement for all four groups. For African American and White boys and girls alike, parental engagement was a moderate, positive predictor of their classroom effort, while parental engagement and effort were both strong, positive predictors of kindergarteners' cognitive performance. Results of latent mean analyses suggest that African American parents tend to engage less in their children's education than White parents. Nevertheless, while African American and White parents experience similar levels of school-related and logistical constraints, African American parents experience far more parent-related constraints than White parents, possibly explaining this racial gap in engagement. Implications of these findings for policy, research, and practice are discussed.