Family in Transition
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Home Educators' Perspectives on Teaching with Technology
At Home with Technology: Home Educators’ Perspectives on Teaching with Technology By ©2018 Beverly Pell M.Ed., Concordia University, Portland, 2013 B.A., California State University, Fullerton, 1992 Submitted to the graduate degree program in Educational Leadership and Policy Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ___________________________ Chair: Suzanne Rice, Ph.D. ___________________________ John L. Rury, Ph.D. ___________________________ Jennifer C. Ng, Ph.D. ___________________________ Yong Zhao, Ph.D. ___________________________ Steven H. White, Ph.D. Date Defended: October 8, 2018 The dissertation committee for Beverly Pell certifies that this is the approved version of the following dissertation: At Home with Technology: Home Educators’ Perspectives on Teaching with Technology _____________________________ Chairperson: Suzanne Rice, Ph.D. Date approved: November 29, 2018 ii Abstract The purpose of this research was to understand how and why home educators are schooling their children using technology. First, I explore how home educators use technology for homeschooling. Second, I investigate how home educators see themselves as teachers when using technology. Several themes emerged from the data revealing that home educators believe technology enables them to provide high quality curriculum and individualized instruction and to create a constructive and engaging learning environment for their children. Data were collected by convenience sampling with a survey of 316 (N = 316) home educators from 52 different territories, states, provinces, and countries across the globe, a nonrandom sample which is not representative of the entire homeschooling population. The quantitative data provide a specific picture of home education, reasons for homeschooling, and home educators’ perceptions of technology use in their homeschool. -
Parenting Teens
Parenting Teens Positive stories about teens rarely make it into the headlines. But, believe it or not, nine in 10 teens do not get into trouble. Do we hear about those in the news?! ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ hether children are toddlers or teens, on more a role of counselor. The warmth, Wpreparing for parenting challenges is affection, and positive communication of a tough! The difficulty with teens is that they counselor, however, must be balanced with are becoming much larger, much more the teen’s need to be independent and in verbal, and are able to fight battles more on charge. One researcher found that teens an adult level. They may experiment with seek information from friends on social risk taking, and the stakes are higher than at events, dating, joining clubs, and other any other developmental stage to this point. social life aspects while they turn to their Teens do not turn into teens overnight. parents for information on education, career There are three phases of adolescence that plans, and money matters. include the teen years: preadolescence (age During late adolescence, there are many 9 to 13), middle adolescence (age 14 to 16) decisions to be made. Teens are beginning and late adolescence (age 17 to 20). to disengage, and they often prepare to During preadolescence, children feel leave home about the same time their disorganized, and their growth is rapid and parents are reflecting on their own lives and uneven. They are not quite adolescents yet needs. At this time, authority with children because their sexual maturity has not fully is redefined and there is a gradual shift completed, and they are often referred to as toward economic and emotional indepen- tweens, meaning between the stages of dence. -
April 29, 2011
Communities: Yours, Mine and Ours April 29, 2011 Presented by Department of Sociology University of Minnesota 909 Social Sciences Building Minneapolis, MN 55455 612-624-4300 www.soc.umn.edu A WELCOME FROM THE CHAIR Dear Colleagues, Alumni and Friends, On behalf of the faculty and students of the Department of Sociology, I would like to welcome you to our annual SRI. Each year, SRI celebrates our intellectual community and the research, teaching, and service achievements of our students, faculty and staff. Most importantly, SRI provides a forum for our students to discuss their research and debate current issues in the discipline. This year we are honored that Annette Lareau, Stanley I. Sheerr Professor of Sociology, University of Pennsylvania, will be providing the keynote address. Professor Lareau is one of the foremost experts on social class and family life. Her current project considers how parents with young children decide where to live. It is insights into this new project that we will have the privilege to hear in her keynote address, “Choosing Homes, Choosing Schools: Reflections on a Work in Progress.” We hope you can join us for what will be an exceptional presentation. Please join me in celebrating another dynamic and creative year of accomplishments. Warm regards, Chris Uggen Professor and Chair SRI COMMITTEES SRI Committee: Professors Jeff Broadbent and Enid Logan; graduate students Sarah Lageson and Hollie Nyseth; undergraduate students Michael Blix, Ryan Parenteau, Jacob Tache and Erika Trask; staff member Mary Drew. Graduate Student Research Paper Award: Professors Jeff Broadbent and Josh Page; graduate student, Kirsten O’Brien. -
Housing, Neighborhoods, and Schools of Opportunity
Insights into Housing and Community Development Policy U.S. Department of Housing and Urban Development | Office of Policy Development and Research Breaking Down Barriers: Housing, Neighborhoods, and Schools of Opportunity Today, past policy choices and an array of systemic forces—including persistent housing discrimination—have segregated many children in distressed, underresourced neighborhoods and high-poverty, low-quality schools. High-poverty schools face many barriers to success. Moreover, the effects of housing and neighborhoods on children are intertwined, offering multiple, potentially complementary ways to support children’s development. Although school choice can help students in high- poverty neighborhoods access higher-quality schools, where children live significantly affects their school options: housing strategies are an important complement to choice. Housing policy can enable more children to benefit from neighborhoods and schools of opportunity both by investing where children already are and by enabling families to make opportunity moves. Place-based housing interventions where children currently live and attend school can support low-income students’ educa- tion and align with initiatives to improve high-poverty districts and schools. Public housing agencies (PHAs) are well-placed to support children’s success in school in many ways, such as helping parents engage in their children’s education. Also, integrative housing and education initiatives, such as magnet schools in revitalizing areas and housing mobility programs, can reinforce the integrative student assignment plans many districts have implemented.1 Diverse schools can help children develop cross-racial trust and greater capacity to navigate cultural differences,2 and evidence suggests that all groups of children who attend integrated schools experience significant educational benefits.3 This report reviews recent research and identifies key steps policymakers can take to improve children’s access to high-quality neighborhoods and schools. -
Educating Young Children in Math, Science, and Technology
DOCUMENT RESUME ED 416 993 PS 026 271 AUTHOR Elkind, David TITLE Educating Young Children in Math, Science, and Technology. PUB DATE 1998-02-00 NOTE 16p.; Paper presented at the Forum on Early Childhood Science, Mathematics, and Technology Education (Washington, DC, February 6-8, 1998). PUB TYPE Guides Non-Classroom (055) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Abstract Reasoning; Concept Formation; *Early Childhood Education; Learning Motivation; Learning Processes; *Mathematics Education; Parent Role; *Science Education; Teaching Methods; Technology; Thinking Skills; Young Children ABSTRACT This paper asserts that any intellectually responsible program to instruct young children in math, science, and technology must overcome at least three seemingly insurmountable obstacles:(1) adults' inability to discover, either by reflection or analysis, the means by which children acquire science and technology concepts;(2) the fact that young children think differently from adults and do not organize their world along the same lines as do older children and adults; and (3) the fact that young children have their own curriculum priorities and construct their own math, science, and technology concepts which while age appropriate, may appear wrong from an adult perspective. After considering each of these obstacles, the paper offers suggestions as to how they can be best overcome:(1) the importance of observing young children's learning in order to make instructional decisions that truly reflect children's learning needs and processes;(2) the need to recognize the limits of instruction--for example, young children think transductively, and this limits the possibility of teaching abstract concepts; and (3) the value of employing capacity-linked and socially derived motivation, engaging the spontaneous learning motivation children experience as their cognitive capacity increases. -
The Effects of Concerted Cultivation on Academic Achievement
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2007 The Effects of Concerted Cultivation on Academic Achievement Jeremy Brandon Redford Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Social and Behavioral Sciences Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/1455 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. © Jeremy Redford 2007 All Rights Reserved THE EFFECTS OF CONCERTED CULTIVATION ON ACADEMIC ACHIEVEMENT A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Science at Virginia Commonwealth University. by JEREMY BRANDON REDFORD Bachelor of Science, Longwood University, 2001 Director: DR. JENNIFER JOHNSON ASSISTANT PROFESSOR, SOCIOLOGY Virginia Commonwealth University Richmond, Virginia December 2007 Acknowledgement I would like to thank my wife for supporting my effort to go back to school and pursue this goal. Without her continued support, I could not have persevered and finished this. Thank you to Dr. Johnson for taking the risk of agreeing to be my committee chair. I could not have done this without your constant help. In addition, thank you to Dr. Honnold and Dr. Condit for being on my committee and offering such great advice and help. Thank you to Dr. Bryant for helping me to come back and finish this project. Also, thank you Dr. Marolla for always being so eager to help me, even though we both knew you didn’t have the time. -
Encyclopedia of School Psychology 2005.Pdf
This book is dedicated to the memory of my father, Wayne Elbert Lee, who passed away in January 2004. His forbearance, gentle spirit, and charity were a model to all who were fortunate enough to know him. He would have been proud to see this work (as he was of all my work) to completion. His life was gentle, and the elements So mix’d in him that Nature might stand up And say to the world, “This was a man!” —Shakespeare from Julius Caesar Copyright © 2005 by Sage Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. For information: Sage Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: [email protected] Sage Publications Ltd. 1 Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom Sage Publications India Pvt. Ltd. B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017 India Printed in the United States of America Library of Congress Cataloging-in-Publication data Encyclopedia of school psychology / Steven W. Lee, editor. p. cm. “A Sage reference publication.” Includes bibliographical references and index. ISBN 0-7619-3080-9 (cloth) 1. School psychology—Encyclopedias. 2. Educational psychology—Encyclopedias. 3. Child psychology—Encyclopedias. I. Lee, Steven W. (Steven Wayne), 1951- LB1027.55.E523 2005 370.15—dc22 2004026859 050607080910987654321 Acquiring Editor: Jim Brace-Thompson Editorial Assistant: Karen Ehrmann Typesetter: C&M Digitals (P) Ltd. -
Managing Your Toddler's Behavior a Famous
Managing Your Toddler’s Behavior A famous parenting expert, Penelope Leach, reminds us that our toddlers are “no longer a baby, but not yet a child.” Toddlers have specific needs for guidance, attention and structure. Here are a few things to keep in mind. 1. Toddlers need a great deal of structure in their lives. We can develop these plans by making sure that we are realistic in our expectations of their attention span, activity level and understanding. Check with our web site section on child development for more specific information. Keep routines in order, as you go through the daily events of dressing, eating, bathing and bedtime. The more a toddler expects these daily activities, the easier it is to make sure they are completed successfully. 2. Toddlers need to feel they have some control or “say” in their lives. Give your toddler just two choices for snack, drinks and clothes. You may say, “Would you like to wear your sweater or your jacket, today?” to avoid a conflict. You know that either choice fine. Offer these choices only when you know the outcome is safe and healthy. 3. Transitioning from one activity to another can be difficult for toddlers. Picking up toys to music or coming to the table “like a butterfly” will make those changes easier to make. Toddlers, like all of us, respond best when they are warned about an activity change approaching. “When this CD is over we need to put the crayons away and get ready for bath time,” may be a way to ease into the next activity. -
Are Children Overstructured?: Involvement in Adult-Organized Activities and Children’S Outcomes
ARE CHILDREN OVERSTRUCTURED?: INVOLVEMENT IN ADULT-ORGANIZED ACTIVITIES AND CHILDREN’S OUTCOMES A THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts in The Graduate School of The Ohio State University By Kelly M. Turpin, B.A. *** The Ohio State University 2008 Master’s Examination Committee: Dr. Douglas B. Downey, Adviser Approved By: Dr. Liana Sayer ________________________ Adviser Dr. Zhenchao Qian Graduate Department of Sociology ABSTRACT Changes in how Americans view the role of children have prompted an increase in the deliberate cultivation of children's skills through intensive and structured parenting. With children participating in more structured activities as a result of this shift in childrearing philosophies, there are many reasons to question the benefits of these increasingly "hurried schedules." Surprisingly, however, scholars have ignored possible negative ramifications by assuming that structured activities have a simple, linear relationship with children's well-being. With more detailed modeling, I test whether the functional form of the relationship is linear, threshold, or curvilinear by analyzing a sample of 17,527 elementary-age children from The Early Childhood Longitudinal Study--Kindergarten Class of 1998-99. Findings primarily reveal a threshold relationship. For example, participation in two (versus none or one) structured activities per month was associated with greater well-being among children, but further levels of participation in structured activities resulted in no additional benefit. ii ACKNOWLEDGMENTS First and foremost I would like to thank my advisor, Dr. Douglas Downey whose insightful comments delivered at rapid speed was invaluable to my work. He is also responsible for alerting me to the body of literature surrounding concerted cultivation and inspiring me to tackle the “hurried child” hypothesis in my own work. -
Freedom & Responsibility
DOCUMENT RESUME ED 458 968 PS 029 928 TITLE Freedom & Responsibility: A Glorious Counterpoint. AMI/USA Conference (Boston, Massachusetts, July 20-23, 2000). INSTITUTION American Montessori International of the United States, Inc., Rochester, NY. PUB DATE 2001-07-00 NOTE 115p.; "Freedom and Responsibility" copyright by Margaret E. Stephenson. AVAILABLE FROM Association Montessori International of the United States, Inc., 410 Alexander St., Rochester, NY 14607 ($15). Tel: 716-461-5920; Fax: 716-461-0075; e-mail: [email protected]. PUB TYPE Collected Works Proceedings (021) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Administration; Adolescents; Child Development; Children; Conference Papers; Conferences; Early Childhood Education; Educational Philosophy; Educational Practices; Elementary Secondary Education; *Freedom; *Montessori Method; *Responsibility; Teacher Aides; Teacher Role IDENTIFIERS Montessori Preschools; Montessori Schools ABSTRACT This conference proceedings compile presentations from a 2000 meeting of the American Montessori International of the United States, focusing on the Montessori view toward freedom and responsibility and addressing other issues of importance in Montessori education. The papers presented at the conference are: (1) "Strategies for You and Your School" (Charles Snowden, Jr.); (2) "Action-Oriented Agenda Keeps Board Meetings Moving" (Charles Snowden, Jr.); (3) "Forming and Charging the Board Committees" (Charles Snowden, Jr.); (4) "The Annual Agendas" (Charles Snowden, Jr.); (5) "The Intimacy of Responsibility" -
The Disparate Effects of Family Structure
How Cultural Factors Shape Economic Outcomes VOLUME 30 NUMBER 1 SPRING 2020 3 How Cultural Factors Shape Economic Outcomes: Introducing the Issue 9 Religious Institutions and Economic Wellbeing 29 Parenting Practices and Socioeconomic Gaps in Childhood Outcomes 55 The Disparate Effects of Family Structure 83 Role Models, Mentors, and Media Influences 107 Peer and Family Effects in Work and Program Participation 127 Social Capital, Networks, and Economic Wellbeing 153 The Double-Edged Consequences of Beliefs about Opportunity and Economic Mobility 165 How Discrimination and Bias Shape Outcomes A COLLABORATION OF THE WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AT PRINCETON UNIVERSITY AND THE BROOKINGS INSTITUTION The Disparate Effects of Family Structure The Disparate Effects of Family Structure Melanie Wasserman Summary In this article, Melanie Wasserman reviews the latest evidence about the causal link between family structure and children’s economic and social outcomes. Going beyond the question of whether family structure affects child outcomes—a topic that’s already been covered at length, including in previous Future of Children volumes—she examines how family structure differentially affects children. One important finding from recent studies is that growing up outside a family with two biological, married parents yields especially negative consequences for boys as compared to girls, including poorer educational outcomes and higher rates of criminal involvement. Wasserman describes mechanisms that may link family structure to children’s outcomes, in terms of both the main effect and the differences between effects on boys and on girls. These include same-gender role models in the household and in the neighborhood, parental resources (including money, time, and more), parenting quantity and quality (with attention to how parents allocate their time to children of different genders), and the differences in how boys and girls respond to parental inputs, among other hypotheses. -
2019 Annual Meeting Program Details
Facts and Fictions: Narratives of Inequality and Difference ESS 2019 Annual Meeting Program Details Thursday, 14 March 12:00 PM-1:30 PM 1. Mini-Conference: Global Health: I. Medical Sociology and Global Health --Back Bay Organizers: Siri Suh, Brandeis University; Joseph Harris, Boston University Presider: Rebecca Farber, Boston University Panelists: Jason Beckfield, Harvard University Susan Bell, Drexel University Donald Light, Rowan University Rosemary C.R. Taylor, Tufts University 2. Mini-Conference: Emotions and Work: I. Embodying Emotional Labor at Work --Clarendon Organizers: Megan Tobias Neely, Stanford University; Aliya Rao, Singapore Management University Presider: Aliya Rao, Singapore Management University Selling Compassion and Comfort: Emotional Labor as an Invisible Job Requirement in Home Care Work Emily Franzosa, CUNY Graduate School of Public Health and Health Policy Animal Patients, Human Clients, and Varied Emotional Labor Adilia E. E. James, Endicott College Is Paid Care Work Still 'Caring': A Mixed-Method Analysis of Valorization of Paid Care Dilan Eren, Boston University Gender and the Give and Take of Emotions in the Workplace Sanaz Mobasseri, Boston University 3. Mini-Conference: Globalization and Inequality: I. Nationalism, Imperialism, and Populism in Comparative Perspective --Berkeley Organizers: Lu Zhang, Temple University; Vida Bajc, Yale University Presider: Vida Bajc, Yale University On Race and Method: A Decolonial Perspective Banu Ozkazanc-Pan, University of Massachusetts - Boston Imperialists from Non-Empires: South Korean and Turkish Authoritarian Populists in Triads Veda Hyunjin Kim, University of Massachusetts - Amherst; Can Mert Kökerer, The New School for Social Research Perception of Uncertainty and the Support for Right-Wing Politics in Contemporary Austria Elisabeth Lackner, CUNY, The Graduate Center Discussant: Vida Bajc, Yale University 4.