Longitudinal Trajectories of Four Domains of Parenting in Relation to Adolescent Age and Puberty in Nine Countries     

Jennifer E. Lansford  W. Andrew Rothenberg  Jillian Riley  Liliana Maria Uribe Tirado  Saengduean Yotanyamaneewong  Liane Peña Alampay  Suha M. Al-Hassan  Dario Bacchini  Marc H. Bornstein  Lei Chang  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Sevtap Gurdal  Qin Liu  Qian Long  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Laurence Steinberg 《Child development》2021,92(4):e493-e512

Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (M_age child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed.  相似文献   

Cross-Cultural Associations of Four Parenting Behaviors With Child Flourishing: Examining Cultural Specificity and Commonality in Cultural Normativeness and Intergenerational Transmission Processes     

W. Andrew Rothenberg  Jennifer E. Lansford  Marc H. Bornstein  Liliana Maria Uribe Tirado  Saengduean Yotanyamaneewong  Liane Peña Alampay  Suha M. Al-Hassan  Dario Bacchini  Lei Chang  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Sevtap Gurdal  Qin Liu  Qian Long  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Laurence Steinberg 《Child development》2021,92(6):e1138-e1153

Families from nine countries (N = 1,338) were interviewed annually seven times (M_age child = 7–15) to test specificity and commonality in parenting behaviors associated with child flourishing and moderation of associations by normativeness of parenting. Participants included 1,338 children (M = 8.59 years, SD = 0.68, range = 7–11 years; 50% girls), their mothers (N = 1,283, M = 37.04 years, SD = 6.51, range = 19–70 years), and their fathers (N = 1,170, M = 40.19 years, SD = 6.75, range = 22–76 years) at Wave 1 of 7 annual waves collected between 2008 and 2017. Families were recruited from 12 ethnocultural groups in nine countries including: Shanghai, China (n = 123); Medellín, Colombia (n = 108); Naples (n = 102) and Rome (n = 111), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan & Vänersborg, Sweden (n = 129); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 110 White, n = 102 Black, n = 99 Latinx). Intergenerational parenting (parenting passed from Generation 1 to Generation 2) demonstrated specificity. Children from cultures with above-average G2 parent warmth experienced the most benefit from the intergenerational transmission of warmth, whereas children from cultures with below-average G2 hostility, neglect, and rejection were best protected from deleterious intergenerational effects of parenting behaviors on flourishing. Single-generation parenting (Generation 2 parenting directly associated with Generation 3 flourishing) demonstrated commonality. Parent warmth promoted, and parent hostility, neglect, and rejection impeded the development of child flourishing largely regardless of parenting norms.  相似文献   

Student perceptions of successful learning support for an international high school programme: a comparative case study in Turkey     

Öykü Dulun  Jennie F. Lane  Armağan Ateşkan 《Compare》2019,49(6):905-923

Abstract

This study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel ready to participate. In the literature, studies support that programmes such as the International General Certificate of Secondary Education and the International Baccalaureate Organisation’s Middle Years Programme prepare students for the IBDP; however, there is a need for students’ voices on how they perceive they are prepared through these programmes. This study investigated three different approaches to IBDP preparation by gaining student insights through a scaled-item questionnaire and interviews. Students identified experiences that gave them skills to monitor their learning and resources that motivated them to participate in an advanced upper-high school programme.  相似文献   

论我国的民族教育政策及其成就   总被引：6，自引：0，他引：6  

王红曼 《民族教育研究》2002,13(1):35-41

新中国成立后 ,中国共产党根据社会主义制度和社会主义建设事业的需要 ,根据少数民族和民族地区文化教育的具体发展情况 ,制定并实施了一系列民族教育政策和措施 ,旨在发展和繁荣少数民族教育 ,努力提高少数民族人口的素质 ,促进民族地区经济和社会的发展。半个世纪过去了 ,我国的民族教育事业取得了辉煌的成就  相似文献   

"民工潮"下农村家庭教育问题分析   总被引：3，自引：0，他引：3  

赵晓曼  鲜章兴 《遵义师范学院学报》2003,5(4):50-51

处于自发和盲目阶段的农村家庭教育,在“民工潮”的冲击下,涌现出新的问题:1)家庭教育的缺失:家庭教育“量”的减少,父亲在家庭教育中的作用进一步被忽视。2)隔代教养的普遍存在及其弊端。为了解决这些问题,本文提出:加强社会和学校对家庭教育的指导和监护力度;提高父母家庭教育的责任感;正确、充分地发挥老年人在家庭教育中的作用。  相似文献   

A qualitative investigation of prospective teachers’ hopes,their sources,and motivational forces     

Altay Eren  Amanda Yeşilbursa 《Irish Educational Studies》2017,36(2):253-271

This grounded theory study examined prospective teachers’ (PTs) dispositional hopes, teaching-specific hopes, their sources, and motivational force of teaching-specific hopes. A total of 41 PTs enrolled on different teacher education programmes voluntarily participated in the semi-structured interviews. Findings showed that PTs’ dispositional hopes revolved around an active/passive axis, and originated from internal, external, and combined sources. Teaching-specific hopes were explained through five categories: relationships with others, teaching, student achievement, student motivation, and student development. Regardless of axis or source, teaching-specific hopes had a substantial motivational force on PTs’ preparation toward their future careers. The current study urges teacher educators and policy-makers to consider PTs’ teaching-specific hopes together with their motivational roles in preparing them for their future careers.  相似文献   

The impact of using mobile-supported learning management systems in teaching web design on the academic success of students and their opinions on the course     

Murat Tezer  Burcu Turan Çimşir 《Interactive Learning Environments》2018,26(3):402-410

This research aimed to examine the impact of using mobile-supported learning management systems (LMS) in teaching web design on the academic success of students and their opinion on the course; and it was conducted on 70 volunteer students (35 experimental, 35 control) enrolled at Giresun University, Technical Sciences Vocational School, Computer Technologies Department, Program of Computer Programming in Spring 2015–2016. After the eight weeks long implementation of Mobile Moodle, which is a mobile-supported LMS, as a supplement to traditional learning methods; t-test was used in order to determine whether the methodology mentioned had a significant impact on the academic success of web design teaching. As a result of the t-test implemented; it was seen that there was a significant level of difference in favor of the experimental group; between the academic success of students in the experimental group where mobile-supported LMS is used and the academic success of the students in the control group where traditional learning methodologies are used. Also, it has been determined that using Mobile LMS has increased the students’ interest.  相似文献   

Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale     

Timothy Teo  Işıl Kabakçı Yurdakul  Ömer Faruk Ursavaş 《Interactive Learning Environments》2016,24(6):1231-1244

This study aims to explore the digital natives among a sample of pre-service teachers and in the process, examine the validity of a Turkish adaptation of the digital native assessment scale (DNAS) [Teo, T., & Fan, X. (2013). Coefficient alpha and beyond: Issues and alternatives for educational research. The Asia-Pacific Education Researcher, 22(2), 209–213]. Five hundred and fifty-seven participants completed a survey questionnaire in Turkish measuring their responses on the DNAS, developed from a proposed four-factor research. Confirmatory factor analysis and multiple indicators, multiple causes modelling were used to analyse the data and an acceptable fit was found, suggesting that the DNAS is a valid measure for participants who are older living in another culture. While the pre-service teachers had mostly regarded themselves as digital natives, significant differences were only found by years of computer use and perceived competence but no significant differences were found for gender and age.  相似文献   

Should assessment reflect only pupils’ knowledge?   总被引：1，自引：1，他引：0  

Mojca Peček  Milena Valenčič Zuljan  Ivan Čuk  Irena Lesar 《Educational studies》2008,34(2):73-82

In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In this paper, we will present results of a research project in which we were interested to find out what teachers would assess if it were up to them to decide. Our survey was conducted on a representative sample of primary school teachers in Slovenia. In spite of clear regulations prescribing that teachers should only assess pupils’ progress in relation to the defined objectives and knowledge standards, teachers underlined the necessity to also consider other aspects of children’s development.  相似文献   

Counselor educators’ views on cognitively complex trainees: A Q method study     

Alexandra Gantt-Howrey  Gülşah Kemer 《Counselor Education & Supervision》2023,62(4):297-310

Our Q method exploration of counselor educators’ perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude.  相似文献