X. MARITAL AND EMOTIONAL ADJUSTMENT IN MOTHERS AND INFANT SLEEP ARRANGEMENTS DURING THE FIRST SIX MONTHS          下载免费PDF全文

Douglas M. Teti  Brian Crosby  Brandon T. McDaniel  Mina Shimizu  Corey J. Whitesell 《Monographs of the Society for Research in Child Development》2015,80(1):160-176

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Supporting youth to develop environmental citizenship within/against a neoliberal context     

Alexandra Schindel Dimick 《Environmental Education Research》2015,21(3):390-402

What aspects of environmental citizenship do educators need to consider when they are teaching students about their environmental responsibilities within a neoliberal context? In this article, I respond to this question by analyzing the relationship between neoliberalism and environmental citizenship. Neoliberalism situates citizen participation as an individual concern that removes states from responsibility for public goods, such as the environment, while environmental citizenship scholarship runs the risk of promoting a diluted form of environmental engagement similar to that found within neoliberal ideology. This can result in negative consequences for the environment and for environmental participation among citizens. I conclude with a discussion of pedagogic and curricular practices that educators can use to support youth in developing forms of environmental citizenship that actively disrupt neoliberalism’s privatization of responsibility for the environmental commons.  相似文献   

‘Seeing’ into the past and ‘looking’ forward to the future: visual methods and gender and education research     

Alexandra Allan  Penny Tinkler 《Gender and education》2015,27(7):791-811

A small number of attempts have been made to take stock of the field of gender and education, though very few have taken methodology as their explicit focus. We seek to stimulate such discussion in this article by taking stock of the use of visual methods in gender and education research (particularly participatory and image-based methods). We undertake this exercise by looking at the claims researchers have made about the ways in which visual methods have advanced gender and education research, and by examining how these methods have been employed in research. We argue that the visual has become somewhat invisible in accounts of gender and education research. We conclude by considering different ways in which we might develop image-based research in the future.  相似文献   

Implicit sequence learning is preserved in dyslexic children     

Filomena Inácio  Luís Faísca  Christian Forkstam  Susana Araújo  Inês Bramão  Alexandra Reis  Karl Magnus Petersson 《Annals of dyslexia》2018,68(1):1-14

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.  相似文献   

Work-based antipoverty programs for parents can enhance the school performance and social behavior of children   总被引：5，自引：0，他引：5  

Huston AC  Duncan GJ  Granger R  Bos J  McLoyd V  Mistry R  Crosby D  Gibson C  Magnuson K  Romich J  Ventura A 《Child development》2001,72(1):318-318

We assess the impact of the New Hope Project, an antipoverty program tested in a random assignment experimental design, on family functioning and developmental outcomes for preschool- and school-aged children (N = 913). New Hope offered wage supplements sufficient to raise family income above the poverty threshold and subsidies for child care and health insurance to adults who worked full-time. New Hope had strong positive effects on boys' academic achievement, classroom behavior skills, positive social behavior, and problem behaviors, as reported by teachers, and on boys' own expectations for advanced education and occupational aspirations. There were not corresponding program effects for girls. The child outcomes may have resulted from a combination of the following: Children in New Hope families spent more time in formal child care programs and other structured activities away from home than did children in control families. New Hope parents were employed more, had more material resources, reported more social support, and expressed less stress and more optimism about achieving their goals than did parents in the control sample. The results suggest that an anti-poverty program that provides support for combining work and family responsibilities can have beneficial effects on the development of school-age children.  相似文献   

Involvement in sedentary activities and academic performance in adolescents: differences according to sociodemographic variables / Implicación en actividades sedentarias y rendimiento académico en adolescentes: diferencias según variables sociodemográficas     

Alexandra Valencia-Peris  José Devís-Devís  Carmen Peiró-Velert 《Cultura y Educación》2016,28(2):301-327

This study provides a first-time analysis of the differences in the time dedicated each day to different sedentary activities (SA) (productive, technology-based recreation and social activities) and their relation with the academic performance of Spanish adolescents according to sex, school year and socioeconomic status (SES). The sample was made up of 681 participants (50.2% girls), between 12 and 18 years old, who completed self-reported questionnaires. The likelihood of obtaining lower levels of academic success increase in adolescents who spend two or more hours on social SAs and have a lower SES. With boys, this increases further if they spend four or more hours on SAs involving technology-based recreation and two or less hours on productive SAs. In conclusion, adolescents spend a high number of hours carrying out sedentary activities after school. This is something that needs controlling since it may have a detrimental effect on their academic success, especially among adolescent boys.  相似文献   

A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice     

Alexandra Sewell 《Educational Psychology in Practice》2016,32(1):1-12

There has been brief but important discussion regarding the concepts of “oppression” and “anti-oppression” in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of “epistemological oppression” is introduced and the significance it has for the meaning-making and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration.  相似文献   

Adaptation in the transition to school: perspectives of parents,preschool and primary school teachers     

Karla Correia  Alexandra Marques-Pinto 《Educational research; a review for teachers and all concerned with progress in education》2016,58(3):247-264

Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.

Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.

Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).

Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.

Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership.  相似文献   

Differential Treatment of Siblings: Interview and Diary Analyses Comparing Two Family Contexts   总被引：4，自引：0，他引：4  

Alexandra L. Quittner  Lisa C. Opipari 《Child development》1994,65(3):800-814

We assessed parental differential treatment of siblings (maternal time, affection, discipline) in normal and high-risk families. Differential treatment was measured using home interviews, nightly phone ratings, and daily diaries tracking how mothers spent their time. Subjects were 40 mothers of toddlers (average age 2 years) and preschoolers (average age 4 1/2 years): half were caring for a younger child with a chronic illness (i.e., cystic fibrosis), and half were caring for two healthy children. Little evidence of parental differential treatment was found in the home or phone interview data. However, on the diary variables, both quantitative and qualitative differences in parental treatment were found in cystic fibrosis (CF) versus comparison families. Specifically, mothers spent more individual time with younger, chronically ill children in play and mealtime activities than with their older, healthy siblings. Further, mothers in the CF group rated time spent with older children as significantly more negative than time spent with younger children. Convergence between measures of differential treatment and advantages of using a high-risk comparison approach are discussed.  相似文献   

Differences in African‐American and European‐American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact?     

Thomas Tretter  Manuela Paechter  Dennis Kubasko  Alexandra Bokinsky  Thomas Andre  Atsuko Negishi 《科学教学研究杂志》2007,44(6):787-799

This study examined middle and high school students' perceptions of a weeklong science experience with nanotechnology and atomic force microscopy. Through an examination of student self assessments and their writing, the study allowed us to examine some of the issues that may contribute to discrepancies that are seen between European‐American and African‐American students in science. The results of the study showed that after instruction, African‐American students were significantly more likely to agree with the statement that “science involves mostly memorizing things and getting the right answer,” than European‐American students. In addition, European‐American students were significantly more likely to write their newspaper stories from a first person perspective than their African‐American peers. The results are discussed in light of the assessment task, students' interpretations of formal writing, cultural differences in the use of language in writing, and possible cultural differences in students' perceptions of the science experience. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 787–799, 2007  相似文献