Reciprocal Negative Affect in Parent-Child Interactions and Children's Peer Competency   总被引：6，自引：0，他引：6  

James L. Carson  Ross D. Parke 《Child development》1996,67(5):2217-2226

The relationship between preschool children's peer competency and the exchange of reciprocal negative affect displays during physical play with parents was examined. Teacher ratings of children's peer competency were obtained from children's preschools. Parents and children (41 families) were observed during a physical play paradigm called "the hand game" which permitted physically stimulating play, yet which also permitted clear recording of participants' facial expressions. Interactions were coded second by second for 8 min using a system of 12 mutually exclusive and exhaustive codes to categorize the affect displayed by participants. Fathers who typically responded to their children's negative affect displays with negative affect of their own had children who shared less, were more aggressive, and avoided others. Implications of the findings for theories of family-peer relationships are discussed.  相似文献   

Text density level as a design variable in instructional displays     

Gary R. Morrison  Steven M. Ross  Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115

Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed.  相似文献   

Book reviews     

Mantz Yorke  Alec M. Ross 《Higher Education》1994,27(1):119-121

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Functional Contextualism in Instructional Design and Research: Introduction to the Special Forum     

Steven M. Ross 《Educational technology research and development : ETR & D》2006,54(1):3-4

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Transitions and re-engagement through second chance education     

Sharon Ross  Jan Gray 《The Australian Educational Researcher》2005,32(3):103-140

The issue of school non-completion continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments and school systems to improve participation and retention rates, often one in three students drop out of school before completing Year 12. Major factors influence non-completion and militate against young people remaining at school. Findings from recent research indicate that some non-completers choose to re-enter education through second chance programs outside the school environment. The argument for second chance education presented in this paper is developed within the context of the ‘risk’ society and in relation to recent theories of youth transitions.  相似文献   

Delivery trucks or groceries? More food for thought on whether media (will,may, can't) influence learning   总被引：1，自引：0，他引：1  

Steven M. Ross 《Educational technology research and development : ETR & D》1994,42(2):5-6

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How Research,Teaching, and Leadership Roles are Recommended to Male and Female Engineering Faculty Differently     

Judson  Eugene  Ross  Lydia  Glassmeyer  Kristi 《Research in higher education》2019,60(7):1025-1047

Research in Higher Education - Across disciplines, male faculty spend more time on research than female faculty. Yet, women tend to teach and mentor students more hours than men (Misra et al. in...  相似文献   

Teacher self-assessment: A mechanism for facilitating professional growth     

John A. Ross  Catherine D. Bruce 《Teaching and Teacher Education》2007

Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to influence teacher practice. We apply the theory to change in mathematics teaching and report an explanatory case study in which use of the self-assessment tool, in combination with other elements, contributed to change in the instructional practice of a grade 8 mathematics teacher. Provision of a self-assessment tool contributed to teacher growth by: (1) influencing the teacher's definition of excellence in teaching and increasing his ability to recognize mastery experiences; (2) helping the teacher select improvement goals by providing him with clear standards of teaching, opportunities to find gaps between desired and actual practices, and a menu of options for action; (3) facilitating communication with the teacher's peer; and (4) increasing the influence of external change agents on teacher practice. The study argues that providing a self-assessment tool is a constructive strategy for improving the effectiveness of in-service provided it is bundled with other professional growth strategies: peer coaching, observation by external change agents, and focused input on teaching strategies  相似文献   

Examining Personal,Perceived, Treatment,and Self-Stigma in College Students: The Role of Parent Beliefs and Mental Health Literacy     

Sarah G. Ross  Brianna Bruggeman  Melanie Maldonado  Megan Deiling 《Journal of College Student Psychotherapy》2020,34(3):183-197

ABSTRACT

Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed.  相似文献   

The effects of different feedback strategies using computer-administered multiple-choice questions as instruction     

Roy B. Clariana  Steven M. Ross  Gary R. Morrison 《Educational technology research and development : ETR & D》1991,39(2):5-17

This study investigated the effects of using different forms of computer-based feedback on high school students' learning of science material. The basic design consisted of two conditions of instructional support (text and questions vs. questions only), two testings (immediate vs. retention), five levels of similarity between lesson and posttest questions, and five feedback conditions: knowledge of correct response (KCR), delayed KCR, answer until correct (AUC), questions only (no feedback), and no questions. Results showed significant benefits for feedback over no feedback, with AUC becoming more advantageous and delayed feedback less so as lesson-posttest question similarity decreased. Also, with decreased question similarity and the availability of supporting text, overall feedback effects tended to decrease. The results are discussed in terms of the information processing effects of the different feedback forms, a factor that CBI designers often fail to exploit in planning feedback conditions.This article is based on a doctoral dissertation submitted to the faculty of Memphis State University by the first author. Reprint requests should be addressed to Steven M. Ross, Department of Foundations of Education, Memphis State University, Memphis, TN 38152.  相似文献