SFL 240: term paper outline

Thesis: how you plan to parent your children and why
Autonomy granting
Discipline
Education involvement
Autonomy
Journal of Marriage and Family
Vol. 61, No. 3 (Aug., 1999), pp. 574-587
Published by: National Council on Family Relations
http://www.jstor.org/stable/353561
Page 582
Study that charted out four deamed behaviroal problems and the correlation between parenting styles, including: autonomy granting, and behavioral control
“Adolescent psychosocial development had a much stronger association with parental acceptance involvement and psychological autonomy granting than with behavioral control
Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain
Alison King
Page [338] of 338-368
“questions induce complex knowledge construction, questions designed to access prior knowledge/experience are more effective in enhancing learning.”
Discipline
Spanking children: the controversies, findings, and new directions
Corina Benjet, a and Alan E. Kazdinb,
a Division of Epidemiological and Psicosocial Research, National Institute of Psychiatry, 101 Calzada Mexico-Xochimilco, Colonia San Lorenzo Huipulco, Mexico City 14370, Mexico
b Child Study Center, Yale University School of Medicine, 230 South Frontage Road, P.O. Box 207900, New Haven, CT 06520-7900, USA
Received 8 January 2002;
revised 15 April 2002;
accepted 2 May 2002. ;
Available online 29 August 2002.
Clinical Psychology Review
Volume 23, Issue 2, March 2003, Pages 197-224
Abstract
“The use of spanking as a discipline technique is quite prevalent, even though whether or not to spank children is controversial among lay and professional audiences alike. Considerable research on the topic has been analyzed in several reviews of the literature that often reach different and sometimes opposite conclusions. Opposing conclusions are not inherently problematic as research develops in an area. However, we propose that both methodological limitations of the research to date as well as the limited focus of the research questions have prevented a better understanding of the impact of parental spanking on child development. The purpose of this article is to convey the basis for limited progress to date and, more importantly, to reformulate the research agenda. The goal is to move toward a resolution of the most relevant questions to parents, professionals, and policymakers. We propose an expanded research agenda that addresses the goals of parental discipline, the direct and concomitant effects of spanking, the influences that foster and maintain the use of spanking, and the processes through which spanking operates.
Coercion and punishment in Long-Term Perspectives
Joan McCord
Cambridge University Press
1998
http://books.google.com/books?hl=en&lr=&id=fkoqnYgBke4C&oi=fnd&pg=PR9&dq=McCord+1995+children&ots=APDWv6WT1E&sig=KOLWq3BVimYoJFEKOZCNbKIFeZo#v=onepage&q&f=false
page 1
“Coercion can be less clearly identified. Conceptually, coercion implies forcing people to do what they would not otherwise have done. For example, when an individual is forced at gunpoint to do something he or she would not otherwise choose to do, the action can be described as one of coercion”
Education
Middle school journal
Volume 35
National Middle School Association, Midwest Middle School Association
0 Reviews
National Middle School Association, 2003 - Education
Page 56
“They found that the degree of social support experienced by students was strongly associated with one-year gains in math and reading on the ITBS. Students in schools with high levels of academic press (academic requirements, focus, and expectations) combined with the highest degrees of social support mad the most progress in reading.”
Title: Parent involvement in early intervention for disadvantaged children: does it matter?
Source: Journal of school psychology [0022-4405] Miedel yr:1999 vol:37 iss:4 pg:379 -402
“Abstract: This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs.”