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The majority of people in America’s prisons are the parents of minor children. Incarcerated mothers, in particular, were likely to have been a part of their children’s lives before their imprisonment, and most will soon be returning to the community and to their children. Research has shown that it is in the best interests of the mothers and the children to maintain a relationship across the prison bars. In this article, we use the example of New York State to show how institutional policies and structures can impede or encourage efforts to maintain ties between women and their children and why demonstrating support for family ties must extend well beyond having visiting hours.
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The present article is a review of the American Political Development literature dealing with the issue of national administrative politics and development in late nineteenth century American history. Particular attention is paid to the ways in which historical institutionalists discount the importance of elite republican ideology as an explanation of national administrative growth. Attention is also paid to the ways in which sociological institutionalists view republicanism as a viable ideological alternative only for far flung and marginalized social interest groups. The article argues for studying the ideology also in terms of its elitist tradition and the tradition’s application to national administrative politics and development in the American context, emphasizing categories of hierarchy, deference and paternalism. As a review of seminal works related to the research program of American Political Development, this article is of particular use to those studying American development at the turn of the twentieth century.
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A significant body of research exists that explores the stressors of raising a child with an autism spectrum disorder (ASD). There are fewer studies, however, that examine specific effective coping strategies of mothers of children with an ASD. This qualitative study explored mothers’ perceptions of effective coping strategies for their parenting stressors. In-depth interviews were conducted with 11 mothers to inquire about their personal coping methods. Interviews were coded and emergent themes identified that included coping strategies such as “me time,” planning, knowledge is power, sharing the load, lifting the restraints of labels, and recognizing the joys. The information from this study may benefit mothers of children with ASD and inform pediatric therapists providing services to children with ASD and their families.
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The purpose of this study was to investigate the efficacy of an 18-week program of direct and extended vocabulary instruction with kindergarten students on both proximal measures of target word knowledge and transfer measures of generalized language and literacy. A second purpose was to examine whether treatment effects would be moderated by initial receptive vocabulary knowledge measured at pretest. In a quasi-experimental design, 80 kindergarten students from schools serving large at-risk populations were taught the meanings of 54 vocabulary words within interactive story read alouds over 36 half-hour instructional lessons (2 lessons per week over 18 weeks). An additional 44 students served as a no-treatment control. Findings indicated that students who received vocabulary instruction outperformed controls on a measure of target word knowledge as well as measures of generalized receptive vocabulary and listening comprehension. In addition, initial receptive vocabulary was strongly related to posttest performance on all measures. Implications are discussed in relation to supporting vocabulary development in the early grades within a multitier framework of instruction and intervention.
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The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research–based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research–based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test–III administered at pretest received additional small–group supplemental vocabulary intervention. Results of within–subjects comparisons indicated that, overall, at–risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom–based instruction. In addition, at–risk students who received the supplemental intervention demonstrated word–learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.
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There is still an urgent need of finding a mathematical model which can provide an accurate relationship between the software project effort/cost and the cost drivers. A powerful algorithm which can optimize such a relationship via developing a mathematical relationship between model variables is urgently needed. In this paper, we explore the use of GP to develop a software cost estimation model utilizing the effect of both the developed line of code and the used methodology during the development. An application of estimating the effort for some NASA software projects is introduced. The performance of the developed Genetic Programming (GP) based model was tested and compared to known models in the literature. The developed GP model was able to provide good estimation capabilities compared to other models.
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