Social and Cognitive Factors Associated With Children's Secret‐Keeping for a Parent     

Heidi M. Gordon  Thomas D. Lyon  Kang Lee 《Child development》2014,85(6):2374-2388

This study examined children's secret‐keeping for a parent and its relation to trust, theory of mind, secrecy endorsement, and executive functioning (EF). Children (N = 107) between 4 and 12 years of age participated in a procedure wherein parents broke a toy and asked children to promise secrecy. Responses to open‐ended and direct questions were examined. Overall, secret‐keeping increased with age and promising to keep the secret was related to fewer disclosures in open‐ended questioning. Children who kept the secret in direct questioning exhibited greater trust and better parental ratings of EF than children who disclosed the secret. Findings highlight the importance of both social and cognitive factors in secret‐keeping development.  相似文献   

Assessment of Preschooler’s Scientific Reasoning in Adult–Child Interactions: What Is the Optimal Context?     

Heidi B. Meindertsma  Marijn W. G. van Dijk  Henderien W. Steenbeek  Paul L. C. van Geert 《Research in Science Education》2014,44(2):215-237

In educational settings, continuous assessment of the child’s level of understanding is necessary to effectively utilize the principles of scaffolding and to create contexts that can advance the scientific reasoning of the child. In this article, we argue that a child’s performance is a dynamic notion that is created by all elements in an interaction, including the task. Therefore, we studied preschoolers’ levels of scientific reasoning varying different properties of the assessment context. Young children were interviewed about four scientific tasks using one out of four different protocols (varying in the degree of flexibility and adaptiveness) by an adult. In the first study, different task contents resulted in different performance levels. The second study indicated that the most structured protocol elicited the highest maximum level of reasoning in children and the highest percentage of correct predictions. The third study showed differences between the protocols in the adult’s verbal behavior. Adaptation in verbal behavior to different children by the adult did not result in higher scientific understanding by the children, whereas a higher degree of task structure did. Combined, the studies emphasize the importance of context, which has implications for assessment and teaching situations.  相似文献   

Effects of Negative Political Advertising on Individuals' Cynicism and Self-Efficacy: The Impact of Ad Type and Message Exposures     

Frank E. Dardis Ph.D.  Fuyuan Shen Ph.D.  Heidi Hatfield Edwards Ph.D. 《Mass Communication and Society》2013,16(1):24-42

Prior research has indicated that exposure to negative political advertising can foster among individuals feelings of alienation, distrust, and apathy toward government or the political process. However, investigation regarding the amount of exposure to such advertising and the form in which it is presented remains scant. This experimental study examined the impact of ad type (character based vs. issue based) and amount of advertising exposures on individuals' cynicism and perceived self-efficacy in relation to the government. Results indicated that issue-based attack ads aired during the 2004 presidential election led to greater cynicism and lower self-efficacy than did character-based attack ads. A significant interaction revealed that the difference on the self-efficacy measure was greatest at the highest exposure level, indicating that continual exposure to ads dealing with governmental policies may nurture the perception that the political process is overly complex, which subsequently can decrease individuals' beliefs that they can make a difference.  相似文献   

An Academic Library's Self-Study in Ethics: A Library-Wide Investigation of Ethical Practice     

Heidi Senior  Jane Scott 《图书馆管理杂志》2013,53(8):891-902

Abstract

In the fall of 2017, the Clark Library at the University of Portland undertook an investigation of ethics in academic libraries to understand ethical practices in the library’s day-to-day work. The self-study was a year-long, library-wide project with directed activities within small groups, individually assigned readings and responses, and discussions at all-staff meetings. The project culminated in three specific deliverables: an annotated bibliography focused on ethical issues by functional area, a Clark Library Statement of Ethics, and a Statement of Ethical Information Use for inclusion in University syllabi.  相似文献   

College students with disabilities in teacher education: faculty attitudes and practices     

Heidi Omdal 《欧洲特需教育杂志》2013,28(3):237-253

The literature on selective mutism provides little information on the child’s own perspective. Six adults who had been selectively mute were interviewed about their childhood and adolescence. Data analysis led to identification of five themes, each of which has potentially important implications for teachers. (1) Origins of selective mutism: all interviewees reported withdrawal from social interaction at an early age. There was evidence from three respondents that onset of selective mutism was associated with events they had found traumatic. (2) Maintenance of selective mutism: all interviewees reported being strong willed, with a conscious determination not to speak. Selective mutism became a clearly understood and well‐defined social role. (3) Determination, social anxiety and loneliness, only two respondents (twins) reported feelings related to social anxiety in childhood, but other symptoms were reported. (4) In the recovery process four respondents reported their own conscious decision to change their current lifestyle as a precursor to starting to speak. (5) Concerning current psychosocial adjustment, four respondents had obtained therapy as adults, though not for selective mutism; five interviewees felt confident in formal, professional settings, but still experienced anxiety in informal, social situations. The data are discussed in light of previous work on selective mutism. In spite of inherent limitations, interviews with adults who have recovered may help teachers to understand both the development of the problem and their own role in helping students to recover from it.  相似文献   

Tackling selective mutism: a guide for professionals and parents     

H. Omdal 《欧洲特需教育杂志》2013,28(3):424-426

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Changing Physical Education Teacher Education Curriculum to Promote Inclusion     

Jooyeon Jin  Joonkoo Yun  Heidi Wegis 《Quest (Human Kinetics)》2013,65(3):372-383

Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010 Rust, R. and Sinelnikov, O. 2010. Practicum in a self-contained environment: Pre-service teacher perceptions of teaching students with disabilities. The Physical Educator, 67: 33–45.  [Google Scholar]). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion.  相似文献   

Bureaucratic response to policy change: implementation of adult education policy in Norway     

Heidi Engesbak  Tor Arne Stubbe 《International Journal of Lifelong Education》2013,32(1):19-34

Our main concern was to investigate the implementation of the new Education Act, giving adults the statutory right to complete upper secondary education. Referring to a ‘top‐down’ and a ‘bottom‐up’ perspective we have investigated how the representatives of the county authorities (the bureaucrats) interpret and practise the specific section of the Act in relation to their definition, moral evaluation and economic view. The interpretation of the section in the Act and the practice varied. Two counties were proactive, result‐oriented and generous, while four counties were passive, act‐oriented and restrictive in their implementation. The implementation was influenced by the bureaucrats’ attitudes, decisions and actions. They had their own agenda, moral standard, interest and so on, which influenced their interpretation and practice. Our study indicates that it is not enough just to formulate a right. How it is formulated, and how it is interpreted and perceived may affect the implementation process.  相似文献   

Differences Among Preferred Methods for Furthering Aging Education in Ohio     

Suzanne M. Leson  Daniel J. Van Dussen  Heidi H. Ewen  Eric S. Emerick 《Educational gerontology》2013,39(11):847-857

Workers serving Ohio's aging population will require increased levels of gerontological education. Using data from 55 Ohio counties, this project investigated the educational needs and reasons for seeking education from professionals in aging. Respondents reported interest in attaining aging related education. Preferred delivery methods included web based and interactive satellite instruction. Continuing education credit was preferred over college credit even though a high percentage indicated a desire for an additional degree (69.8%). Despite over 30 years of Ohio's universities providing aging related education, 58.6% of respondents have no formal aging related training, and 11.7% have only a single course in aging. Gerontological topics that most interested participants in an area for further understanding were Alzheimer's/dementia, medication, and mental health issues.  相似文献   

Exploring Baccalaureate Social Work Students' Self-Efficacy: Did it Change over Time?     

Bonnie Ahn  Lolita Boykin  Corie Hebert  Heidi Kulkin 《Journal of Teaching in Social Work》2013,33(5):487-501

This study explored baccalaureate social work students' self-efficacy at a rural southern university. Bandura's concept of self-efficacy is used as a theoretical base for the study. Students (N = 43) in introductory social work courses and in the field practicum course completed the Foundation Practice Self Efficacy Scale. Following The Council on Social Work Educations 2008 Council on Social Work Education. (2008). Educational policy and accreditation standards handbook. http//www.cswe.org/Accreditation/Handbook/Ovierview14745.aspx#chaper14753 (http://http//www.cswe.org/Accreditation/Handbook/Ovierview14745.aspx#chaper14753)  [Google Scholar] Educational Policy and Accreditation Standards, which recognizes field education as the signature pedagogy of social work education, field students were hypothesized to have higher levels of self-reported self-efficacy than entry-level students. Results suggest that senior level students were more confident in their abilities to practice social work than those students enrolled in an introductory social work course. Implications of this research for social work education are discussed, including the value of using self-efficacy scales in evaluating social work educational program outcomes.  相似文献