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581.
Jessica J. Luke Jill Stein Cheryl Kessler Lynn D. Dierking 《Curator: The Museum Journal》2007,50(4):417-434
Many museums offer specialized programs for young people during out‐of‐school time, yet the consequences of such programs are not well documented. This article explores the potential utility of borrowing a conceptual framework from the youth development literature as a tool for assessment. The authors map findings from three studies of museum youth programs onto the youth development framework as an exercise in understanding the extent to which this model may be useful in developing museum youth programs. Results from this preliminary analysis demonstrate that the framework could serve as a viable tool for program design, and could offer a clear, grounded framework with common language for articulating program impacts often known intuitively and/or anecdotally but not formalized. 相似文献
582.
Lynn D. Dierking Leslie M. Adelman Jackie Ogden Kathy Lehnhardt Lance Miller Jill D. Mellen 《Curator: The Museum Journal》2004,47(3):322-343
Abstract Over the last 10 to 15 years, zoos and aquariums have set out to influence visitors' conservation‐related knowledge, attitudes, affect, and behavior. In 2000, the Institute for Learning Innovation collaborated with Disney's Animal Kingdom (DAK) on a comprehensive baseline study conducted to assess the outcomes of a DAK experience on visitors in four areas: knowledge, attitudes, affect, and behavior. This article describes one aspect of the comprehensive study: an investigation of the long‐term (two‐to‐three‐month) impact of a visit to Conservation Station at Disney's Animal Kingdom on visitors' intended conservation action. The study used a behavior change model from the health arena: the Prochaska Model of Behavioral Change. The model proved helpful but had some drawbacks, suggesting the need to develop a more sensitive change model. The implications of this study could assist institutions in thinking about what audiences or messages to emphasize in order to influence behavior. 相似文献
583.
Urban communities are disproportionality impacted by issues such as community violence, leaving children at higher risk of trauma, and increased adverse childhood experiences. This applied study addresses a research-to-practice gap by demonstrating the longitudinal impact of a district-initiated, school-wide multitiered systems of support approach to universal instruction, intervention, and assessment—the Comprehensive Behavioral Health Model. Results from more than 1200 students over a 3-year period indicate that this universal, integrated approach is associated with improved outcomes for students with a demonstrated level of risk, with the greatest impact on students with risk of internalizing behaviors. The findings of this applied study highlight the benefits of a systemic approach and enhance the discourse on robust universal screenings that can identify needs and assets of children within urban communities. 相似文献
584.
The experiences of 150 children in after-school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after-school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After-school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys. 相似文献
585.
Jill Ewing Flynn 《Multicultural Perspectives》2017,19(4):207-214
This study explores the long-term effects of critical multicultural pedagogy on seven adolescents. Four years later, participants continued to demonstrate awareness of privilege and racism, yet few were actively engaged in antiracist work. Participants also expressed disillusionment and lamented the lack of productive discussions of critical multicultural issues in high school. This research speaks to the need to empower students to participate in critical multicultural work for the long term. 相似文献
586.
Jill de Ron Marie Deserno Donald Robinaugh Denny Borsboom Han L. J. van der Maas 《Child development》2023,94(6):1432-1453
The current paper presents an integrated formal model of typical and atypical development based on the mechanisms of mutualism and resource competition. The mutualistic network model is extended with the dynamics of competition for limited resources, such as time and environmental factors. The proposed model generates patterns that resemble established phenomena in cognitive development: the positive manifold, developmental phases, developmental delays and lack of early indicators in atypical development, developmental regression, and “quasi-autism” caused by extreme environmental deprivation. The presented modeling framework fits a general movement towards formal theory construction in psychology. The model is easy to replicate and develop further, and we offer several avenues for future work. 相似文献
587.