Iraqi,Syrian, and Palestinian Refugee Adolescents' Beliefs About Parental Authority Legitimacy and Its Correlates          下载免费PDF全文

Judith G. Smetana  Ikhlas Ahmad  Laura Wray‐Lake 《Child development》2015,86(6):2017-2033

This study examined intra‐ and interindividual variations in parental legitimacy beliefs in a sample of 883 Arab refugee adolescents (M_age = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians in Amman, Jordan. Confirmatory factor analyses showed distinct latent factors for moral–conventional, prudential, and personal legitimacy items. Older adolescents rated legitimacy lower for personal issues, but higher for prudential issues. Beliefs were associated with socioeconomic status (fathers' education, family size), particularly for personal issues, but were more pervasively associated with displacement‐related experiences. Greater war trauma was associated with less prudential legitimacy for all youth and more authority legitimacy over moral–conventional issues for Syrian youth. Greater hopefulness was associated with more authority legitimacy over all but personal issues.  相似文献   

Advancing Normal Birth     

Judith Lothian 《The Journal of perinatal education》2015,24(4):203-205

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Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio-cultural and Historic Context     

Brenda Saris  Stephanie Doyle  Judith Loveridge 《The International Journal of Art & Design Education》2023,42(3):439-453

Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.  相似文献   

M in CoMputational thinking: How long does it take to read a book?     

Kym Fry  Katie Makar  Judith Hillman 《Teaching Statistics》2023,45(Z1):S30-S39

Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom investigation (8-9 year olds) over seven lessons of the problem “How long does it take to read a book?” The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT—decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching.  相似文献   

As ‘process’ as it can get: students' understanding of biological processes     

Judith Barak  Beer Sheva  MalkA. Gorodetsky  Ben Gurion 《International Journal of Science Education》2013,35(12):1281-1292

Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested.  相似文献   

Dissenting Voices: a Reply to Maskell     

Judith Suissa 《Journal of Philosophy of Education》2000,34(2):369-375

Duke Maskell ( Journal of Philosophy of Education , 32.2) argues that ‘our idea of education is puerile’ and that we need to rethink it. Drawing on the work of Jane Austen, he essentially reasserts the classic nineteenth‐century ideal of Liberal Education. Yet in so doing, Maskell fails to acknowledge the social and political implications of this ideal. I argue that if we wish to engage in a rigorous philosophical debate on education, we cannot afford to ignore the social and political context implied by our educational concepts. Furthermore, this debate can be enriched by an understanding of alternative, dissenting positions on education, specifically, in this context, that of early Socialist and Anarchist thinkers.  相似文献   

Jeffrey A. Rydberg-Cox, Digital Libraries and the Challenges of Digital Humanities , Chandos Publishing, Oxford (2006) ISBN 1843341344 103 pp. price not reported soft cover.     

Judith A. Wolfe   《Library Collections, Acquisitions, and Technical Services》2007,31(2):116-117

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Celebrating Individual Heroes: The Continuing Relevance of Estelle Brodman     

Judith Messerle 《Journal of the Medical Library Association》2008,96(3):181-182

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COMMENTARY ON “MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH”     

Judith G. Smetana 《Monographs of the Society for Research in Child Development》2017,82(4):167-177

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Shifting dimensions of autonomy in students’ research and employment     

John Willison  Fizza Sabir  Judith Thomas 《高等教育研究与发展》2017,36(2):430-443

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