Difficult questions of difficult questions: the role of the researcher and transcription styles     

Holly Henderson 《International journal of qualitative studies in education》2018,31(2):143-157

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Strategic escapes: Negotiating motivations of personal growth and instrumental benefits in the decision to study abroad          下载免费PDF全文

Holly Trower  Wolfgang Lehmann 《British Educational Research Journal》2017,43(2):275-289

Studying abroad is one way in which university students can develop personal capital and distinguish themselves in an increasingly congested graduate labour market. Data show that studying abroad indeed provides employment benefits, with evidence pointing to even greater positive effects for students from low socio‐economic status backgrounds. Focusing on a group of Canadian students about to embark on a study exchange, we find no evidence that career‐instrumental reasons played a role in participants’ decisions to study abroad. Rather, they sought personal growth and escape from the everyday frustrations of being an undergraduate student. We argue, however, that these motivations nonetheless have to be understood as strategic, since going on a study exchange abroad allows students to escape temporarily, while ‘staying in the game’ of becoming credentialed at home. We discuss the role of socio‐economic status, as well as the policy implications of these findings.  相似文献   

Modeling maternal emotion-related socialization behaviors in a low-income sample: Relations with toddlers’ self-regulation     

Holly E. Brophy-Herb  Kathy Stansbury  Erika Bocknek  Mildred A. Horodynski 《Early childhood research quarterly》2012

This study tested the validity of an emotion-related parenting construct, indicated by six key emotion-related socialization behaviors (ERSBs) occurring in daily, developmentally salient parenting in a low-income sample of mothers (N = 123) of toddlers, and examined the relationship between the ERSB construct and toddlers’ self-regulation. Structural equation modeling confirmed a latent emotion-related parenting construct, indicated by observed maternal warmth and supportiveness, observed emotional responsivity in the home, maternal report of mealtime socialization practices, observed maternal use of mental state language and emotion talk, and maternal report of positive self-expressivity in the family. Emotion-related parenting significantly related to toddlers’ effective coping and delay of gratification (medium effect sizes). Maternal demographic risk was negatively related to emotion-related parenting (large effect size) but positively related to toddlers’ effective coping (medium effect size); toddler age and gender were not significantly related to ERSBs. Results suggest that maternal ERSBs are cohesive in a low-income population, reflecting emotion-related parenting, and play a role in economically at-risk toddlers’ self-regulation. Implications for parenting and family support programs as well as implications for future research are discussed.  相似文献   

Longitudinal links between spanking and children's externalizing behaviors in a national sample of White, Black, Hispanic, and Asian American families     

Gershoff ET  Lansford JE  Sexton HR  Davis-Kean P  Sameroff AJ 《Child development》2012,83(3):838-843

This study examined whether the longitudinal links between mothers' use of spanking and children's externalizing behaviors are moderated by family race/ethnicity, as would be predicted by cultural normativeness theory, once mean differences in frequency of use are controlled. A nationally representative sample of White, Black, Hispanic, and Asian American families (n = 11,044) was used to test a cross-lagged path model from 5 to 8 years old. While race/ethnic differences were observed in the frequency of spanking, no differences were found in the associations of spanking and externalizing over time: Early spanking predicted increases in children's externalizing while early child externalizing elicited more spanking over time across all race/ethnic groups.  相似文献   

Experiences of instructors in online learning environments: Identifying and regulating emotions     

Kelley Regan  Anna Evmenova  Pam Baker  Marci Kinas Jerome  Vicky Spencer  Holly Lawson  Terry Werner 《The Internet and Higher Education》2012,15(3):204-212

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative.  相似文献   

NoodleBib     

Holly Hebert 《Public Services Quarterly》2013,9(4):363-364

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Getting mind and matter right in the world of HPT     

Holly Burkett 《Performance Improvement》2006,45(7):2-2

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Creating bridges and HPT networks through cross‐cultural dialogue     

Holly Burkett 《Performance Improvement》2006,45(6):2-2

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Tracking the path to performance     

Holly Burkett 《Performance Improvement》2006,45(5):2-2

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Applying HPT standards as a standard practice     

Holly Burkett 《Performance Improvement》2006,45(2):2-2

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