Social information processing and coping strategies of shy/withdrawn and aggressive children: does friendship matter?     

Burgess KB  Wojslawowicz JC  Rubin KH  Rose-Krasnor L  Booth-LaForce C 《Child development》2006,77(2):371-383

The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses.  相似文献   

A longitudinal evaluative study of student difficulties with engineering graphics   总被引：1，自引：1，他引：0  

Charles Potter  Errol Van Der Merwe  Wendy Kaufman  Julie Delacour 《European Journal of Engineering Education》2006,31(2):201-214

We have previously reported in this journal that spatial ability influences academic performance in engineering. We have also reported that spatial ability is trainable, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. In this article, we present the results of a longitudinal evaluative study of student difficulties with engineering graphics at our university, involving research over a 24-year period. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students, and failure rates of 80% for African students studying at our university. In terms of outcomes, our study indicates that changed teaching practices have been associated with increased pass rates, which currently average 88% for all students. There is clear evidence that African students no longer experience major difficulties in passing the course. This can be attributed both to changes in teaching methodology, as well as broader contextual changes occurring in South Africa over the period reviewed.

Despite evidence of increased pass rates, our data suggest that there is a continuing relationship between three-dimensional spatial perception and academic performance in engineering graphics, as well as with aggregated first-year engineering marks. For this reason, many students still require academic support. There is also evidence that female students experience difficulties with engineering graphics due to lack of previous technical experience, and use a variety of strategies to overcome their study problems. The most effective appear to be use of peers and friends, and in particular students who had previously taken the course, as mediators of the course content and materials. Those female students who have not taken technical drawing at school level, and female students who do not network with other engineering students, are those at greatest disadvantage.  相似文献   

Age-related incidence curve of hospitalized Shaken Baby Syndrome cases: convergent evidence for crying as a trigger to shaking     

Barr RG  Trent RB  Cross J 《Child abuse & neglect》2006,30(1):7-16

OBJECTIVE: To determine whether there is an age-specific incidence of hospitalized cases of Shaken Baby Syndrome (SBS) that has similar properties to the previously reported "normal crying curve," as a form of indirect evidence that crying is an important stimulus for SBS. DESIGN AND SETTING: The study analyzed cases of Shaken Baby Syndrome by age at hospitalization from hospital discharge data for California hospitals from October 1996 through December 2000. PATIENTS: All cases of children less than 18 months (78 weeks) of age for whom the diagnostic code for Shaken Baby Syndrome (995.55) in the International Classification of Disease, Ninth Edition, Clinical Modification was assigned. RESULTS: There were 273 hospitalizations for SBS. Like the "normal crying curve," the curve of age-specific incidence starts at 2-3 weeks, has a clear peak, and declines to baseline by about 36 weeks of age. In contrast to the normal crying curve that peaks at 5-6 weeks, the peak of SBS hospitalizations occurs at 10-13 weeks. CONCLUSIONS: The age-specific incidence curve of hospitalized SBS cases has a similar starting point and shape to the previously reported normal crying curve but the peak occurs about 4-6 weeks later. Of the likely predisposing causes, this pattern is only consistent with the properties of early crying. There are numerous explanations for the lag in the peaks between crying and SBS hospitalizations, including the possibility of repeat shakings prior to hospitalization. The importance of crying as a stimulus to SBS may provide an opportunity for preventive intervention.  相似文献   

分享印象——关于Metavante与Fidelity的整合     

Andy Julie Plata 《桌面出版与设计》2010,(2):38-39

Julie：本期我们再来谈一个行业的整合——Meta Vante与Fidelity的整合。这是一次价值44亿美元的行业整合。我常常搞不清楚像这样的整合是该叫合并还是收购。这可能要专门进行讨论,如果我们只评论合并和收购而不做其他评论,我们就可能深陷其中而不能自拔。难道你不希望我们多谈论一些新的突破性技术,甚至是绿色环保的命题？  相似文献   

在路上：奥西数码印刷新航向会议     

Andy Julie Plata 《桌面出版与设计》2010,(6):38-38

Andy：虽然任何来到美国佛罗里达州博卡拉顿的理由都是充分的,但我们尤其被奥西这次举办的数码印刷新航向会议所吸引,因为会议的主要参与者都是期待着进入数码印刷业,或想在数码印刷上取得更大进展的商业印刷商。  相似文献   

赜墨和胶印孰优孰劣？     

Andy Julie Plata 《桌面出版与设计》2010,(7):25-25

过去人们在说“在不久的将来,现在用大胶印机印刷的活件以后会在喷墨数码印刷机上印刷”的时候,你会笑话他们,因为你认为这事儿永远不可能。不过,今天你可能已经不会再笑话别人了,因为喷墨技术在过去几年里的进步之快,远出乎业内很多人士的预期。  相似文献   

Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth     

Michael S. Matthews  Jennifer A. Ritchotte  Matthew T. McBee 《High Ability Studies》2013,24(2):81-97

We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.  相似文献   

‘… do that and I'll raise your grade’. Innovative module design and recursive feedback     

Steve Prowse  Julie Hughes  Deirdre Burke 《Teaching in Higher Education》2013,18(4):437-445

In an attempt to ensure students had a positive experience in their first semester, and to encourage future effective use of tutors’ feedback comments, a post-1992 university used a module in the school of education to develop an innovative feedback process. The process involved four stages: a first submission of written work, written feedback on that work, viva on student understanding of feedback, and final submission of written work. Between the viva and final submission, students could choose to improve their work for a specified number of grade points. The innovation was met favourably by students, and overall grades were improved against the previous iteration of the module. The project showed promise for adaptation in other forms for use across the University, though some ideological issues around assessment remain unresolved. The matter of the innovation and institutional quality standards is discussed in detail.  相似文献   

Identifying threshold concepts in the careers of educational developers     

Julie A. Timmermans 《International Journal for Academic Development》2013,18(4):305-317

The purpose of this multiple case study was to identify threshold concepts in the careers of educational developers. Twenty-one common threshold concepts emerged, with one threshold concept common among all participants: Facilitating a change process. The remaining 20 threshold concepts were captured in the following three categories: (1) Ways of knowing and being that facilitate change in individuals and in groups; (2) Ways of knowing and being that facilitate systemic change and (3) Core ways of knowing and being. Study results may provide guidance for the design of initial and ongoing formation programmes in educational development.  相似文献   

Challenging control: inclusive teachers’ and teaching assistants’ discourse on students with challenging behaviour     

Fernanda T. Orsati  Julie Causton-Theoharis 《International Journal of Inclusive Education》2013,17(5):507-525

Describing students with disabilities as presenting ‘challenging behaviour’ is common in US schools. The purpose of this paper is to reveal the discourse utilised by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behaviour. This study examines teachers’ language in four ways: which discourses they draw from, the consequences of engaging in the discourse on practice, what maintains the use of such discourse and finally the possibilities for change. The critical discourse analysis unpacked that teachers begin labelling the students as challenging, not the behaviour. Consequences of this thinking emerged as teachers excluded the students, or what they consider ‘the problems’ from the classroom. Exclusion was found to be the ‘necessary’ response when control is prioritised in the classroom. In sum, the discourse of control is available for shaping how teachers understand and support students. Developing a relationship with students empowers teachers to see past the labels, the control discourse, and truly support students in inclusive classrooms. Finally, implications for practice are shared to improve the experience of inclusive education for both student and teacher.  相似文献