Maternal Teaching Behaviors and Temperament in Preschool Children

1994 ◽  
Vol 78 (2) ◽  
pp. 403-406 ◽  
Author(s):  
Anne K. Bomba ◽  
Carla B. Goble ◽  
James D. Moran
Keyword(s):  
Verbal Feedback ◽  
Teaching Behaviors ◽  
Teaching Techniques ◽  
Verbal Cues ◽  
Physical Control ◽  
Behavioral Style ◽  
Parent Child Interactions ◽  
Physical Affection ◽  
Maternal Teaching ◽  
The Relationship

This research investigated the relationship between young children's temperament and maternal teaching techniques in 20 mother-child dyads. Children's temperament was assessed by mothers' reports on the Behavioral Style Questionnaire. Teaching behaviors, as assessed with the Maternal Teaching Observation Technique, were inquiry, directive, negative verbal feedback, modeling, visual cue, physical affection, positive physical control, and negative physical control Correlations were − .55 to − .60 for activity with mothers' use of verbal cues, children's adaptability and mothers' positive and negative verbal feedback, and children's distractability and mothers' modeling. The need for further research on parent-child interactions is noted.

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

Professed Instructional Values versus Ratings of Student Teachers' Behavior during Classes in Mathematics and Science

1996 ◽  
Vol 79 (3) ◽  
pp. 796-798
Author(s):  
Stewart B. Shapiro ◽  
Phillip B. B. Moheno
Keyword(s):  
Secondary Schools ◽  
Student Teachers ◽  
Empirical Literature ◽  
Teaching Behaviors ◽  
Relationship Of ◽  
The Relationship ◽  
Mathematics And Science

Seven experienced raters were unable to discriminate significantly between the teaching behaviors of 4 high and 4 low scoring apprentice teachers of mathematics and science in secondary schools on a scale measuring humanistic/confluent instructional values. This study is intended as a general contribution to the sparse empirical literature on the relationship of professed humanistic teaching or learning values to teaching behaviors in the classroom.

scholarly journals Czy kompetencja arytmetyczna jest uwarunkowana kulturowo?

1970 ◽  
Vol 10 ◽  
pp. 93-108
Author(s):  
Wojciech Krysztofiak
Keyword(s):  
Public Education ◽  
Mathematical Knowledge ◽  
Mathematical Discourse ◽  
Teaching Techniques ◽  
Education Systems ◽  
Models Of Teaching ◽  
Cultural Status ◽  
The Relationship

The purpose of this essay is not to answer the question posed in the title, but to specify the ''preconditions'' for the defense of two opposing stances: mathematical culturalism and mathematical anticulturalism. The names of these stances are not present in the source literature. Introducing them to the debate on the nature of the relationship between expert mathematical knowledge and its folk counterpart is justified, because the dispute concerns i.a. the cultural status of mathematical discourse - especially due to the fact that the acceptance of one of the stances results in rejecting various models of teaching arithmetic in school, considering them incompatible with the stance taken in the dispute. The presented essay does not, however, focus on the strategies, methods, or transfer & teaching techniques concerning mathematics in public education systems.

Young children’s arithmetic strategies in social context: How parents contribute to children’s strategy development while playing games

2004 ◽  
Vol 28 (4) ◽  
pp. 347-357 ◽  
Author(s):  
David F. Bjorklund ◽  
Martha J. Hubertz ◽  
Andrea C. Reubens
Keyword(s):  
Cognitive Strategies ◽  
Past Research ◽  
Strategy Development ◽  
Development Theory ◽  
Sociocultural Perspective ◽  
Simple Arithmetic ◽  
Parent Child Interactions ◽  
The Social ◽  
The Relationship ◽  
Math Problems

We examined the relationship between parents’ behaviour and children’s use of simple arithmetic strategies while playing a board game in contrast to solving arithmetic problems. In a microgenetic study spanning 3 weeks, 5-year-old children who were just beginning kindergarten played a modified game of “Chutes and Ladders” with one of their parents, computing their moves from the throw of dice. Children also solved math problems (math context) given to them by their parents at the end of each session. Children’s arithmetic strategies and a variety of parental behaviours (prompt, prompt after error, affirmation, disaffirmation, cognitive directives, provide answer) were coded for children’s game moves and the math context. As in past research, children used multiple and variable strategies, both when computing their moves during the game and in solving the math problems. Parents displayed different patterns of behaviours during the game and math contexts and showed different relationships among behaviours and strategies as a function of context, reflecting their sensitivity to the cognitive demands on their children of the different tasks. The results were interpreted in terms of the need to integrate contemporary strategy development theory with a sociocultural perspective and to recognise the dynamic nature of parent–child interactions with respect to the social construction of cognitive strategies.

The effect of information bias on the formation of impressions: courtroom implications

2017 ◽  
Vol 7 (1) ◽  
pp. 47-57
Author(s):  
Fernando Gordillo ◽  
Lilia Mestas ◽  
José M. Arana ◽  
Miguel Ángel Pérez ◽  
Eduardo Alejandro Escotto ◽  
...  
Keyword(s):  
Emotional Response ◽  
Emotional Stability ◽  
Criminal Proceedings ◽  
Verbal Cues ◽  
Content Type ◽  
Legal Proceedings ◽  
Adaptive Process ◽  
Mexican Students ◽  
Related Information ◽  
The Relationship

Purpose The ability to form impressions allows predicting future behaviour and assessing past conduct by facilitating decision making in different contexts. Both verbal cues (what we know about someone) and non-verbal cues (the emotion expressed) could modulate this process to a different degree. The purpose of this paper is to analyse the relationship between these variables and their impact on the formation of impressions within criminal proceedings. Design/methodology/approach An experiment was conducted that involved 142 Mexican students, who evaluated emotional response (happiness, sadness, fear and anger) and personality (emotional stability, kindness, responsibility, sociability and creativity) through the facial expression of a Spanish child-murderer. Two groups were formed for comparative purposes, one of which was provided with information on the murderer (activated information (AI)), while the second group had no related information whatsoever (deactivated information (DI)). Findings The results recorded a higher score for happiness (p=0.037, η2=0.03) and anger (p=0.001, η2=0.08), and a lower one for sadness (p=0.002, η2=0.06), fear (p=0.002, η2=0.07), emotional stability (p<0.001, η2=0.09) responsibility (p<0.001, η2=0.10) and kindness (p=0.01, η2=0.05) in the AI condition compared to the DI condition. Originality/value The formation of impressions is an adaptive process that may be affected by variables that are complex and difficult to control, which within legal proceedings might bias court decisions and compromise the objectivity required of the judiciary.

scholarly journals Effects of Verbal Feedback on Movement Efficiency During Swimming Ergometry

2018 ◽  
Vol 25 (3) ◽  
pp. 5-9
Author(s):  
Krystyna Zatoń ◽  
Izabela Cześniewicz ◽  
Stefan Szczepan
Keyword(s):  
Heart Rate Recovery ◽  
Work Output ◽  
Verbal Feedback ◽  
Trial Duration ◽  
Verbal Cues ◽  
Dry Land ◽  
Cost Rate ◽  
Physiological Cost ◽  
Butterfly Stroke ◽  
Experimental Group

Abstract Introduction. The aim of the study was to ascertain the physiological effects of verbal feedback on changes in the movement efficiency of a dry-land swimming ergometry task (butterfly stroke). Material and methods. The study involved 100 healthy and physically active males (1st year university students majoring in physical education) that were untrained in swimming (19.56 ± 1.32 years of age, 181.23 ± 4.35 cm in height, and 70.54 ± 8.6 kg in weight). The sample was randomised into two groups (control and experimental). In the first trial, both groups executed the butterfly stroke on a Weba Sport swim ergometer with no augmented feedback. In a second trial, the experimental group was provided with verbal cues relating kinesthetic information on task execution. Trial duration was 10 min, with the first 5 min devoted to the swimming task and the remaining 5 min serving as a cool-down. Variables under consideration included physiological cost, rate of recovery, heart rate recovery, estimated recovery time, and work output. Results. No improvement in the variables related to the physiological cost was observed in the verbal feedback condition although a significant increase in work output was observed in the experimental group (p < 0.05). Conclusions. An improvement in work output without modulating the physiological cost of work suggests that appropriately prepared verbal cues may enhance performance in a swimming ergometry task.

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