Attachment and Adolescent Psychosocial Functioning   总被引：9，自引：1，他引：8  

Joseph P. Allen  Cynthia Moore  Gabriel Kuperminc  Kathy Bell 《Child development》1998,69(5):1406-1419

To explore the meaning and function of attachment organization during adolescence, its relation to multiple domains of psychosocial functioning was examined in a sample of 131 moderately at-risk adolescents. Attachment organization was assessed using the Adult Attachment Interview; multiple measures of functioning were obtained from parents, adolescents, and their peers. Security displayed in adolescents' organization of discourse about attachment experiences was related to competence with peers (as reported by peers), lower levels of internalizing behaviors (as reported by adolescents), and lower levels of deviant behavior (as reported by peers and by mothers). Preoccupation with attachment experiences, seen in angry or diffuse and unfocused discussion of attachment experiences, was linked to higher levels of both internalizing and deviant behaviors. These relations generally remained even when other attachment-related constructs that had been previously related to adolescent functioning were covaried in analyses. Results are interpreted as suggesting an important role for attachment organization in a wide array of aspects of adolescent psychosocial development.  相似文献   

The Association for College and Research Libraries Conference: a report     

Kathy Schmidt   《Library Collections, Acquisitions, and Technical Services》1999,23(4):493

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Empowering parents of pre-school children     

Kathy Hunt  Maggie Robson 《International journal for the advancement of counseling》1999,21(1):43-54

This paper describes a project undertaken with parents from an inner city primary school in Hartlepool, England. The main objectives of the project were to increase the self esteem of the parents, to give them an understanding of the pre-school curriculum and to enable them to develop their skills, knowledge and confidence to become involved in school life and to take ownership of their own children's education. The project focused around the production of a video to show nursery life in the school and this production was used as a vehicle to encourage the fulfilment of the objectives described above. The paper concludes by describing the successful outcomes of the project. Some of the outcomes were planned for, but we were equally delighted with the unexpected ones.  相似文献   

Internalizing symptoms and affect of children with emotional and behavioral disorders: A comparative study with an urban African American sample     

Deanna E. Sanders  Kenneth W. Merrell  Harriet C. Cobb 《Psychology in the schools》1999,36(3):187-197

Self‐reported internalizing symptoms of seriously emotionally disturbed (SED) and regular education students in grades 4–6 were compared using the Internalizing Symptoms Scale for Children. All participants were African American and from an urban public school district in the Southeastern United States. Each of the two study groups consisted of 50 participants (35 boys, 15 girls) who were matched by gender and socioeconomic status. The SED group reported significantly higher levels of internalizing distress than the regular education group. In contrast to previous findings, there was no significant gender difference in self‐reported internalizing symptomatology in the present study. A discriminant function analysis found that the ISSC scores were able to correctly classify 91% of the participants into their respective educational group. Results of this study provide additional evidence of the construct validity of the ISSC, a recently developed and unique self‐report measure. Results are discussed in terms of future research needs and educational/clinical practice with students who have emotional and behavioral disorders. © 1999 John Wiley & Sons, Inc.  相似文献   

Enhancing literacy pedagogy by understanding practice     

Kathy Hall 《Literacy》2009,43(1):1-2

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DEWEYAN DEMOCRACY IN A GLOBALIZED WORLD     

Kathy Hytten 《Educational theory》2009,59(4):395-408

Drawing primarily on the work of John Dewey, Kathy Hytten argues that rethinking democracy can help us to respond more productively to the challenges of globalization. Dewey maintained that democracy is much more than a political system; instead it is a personal way of life, a mode of associated living, and a moral ideal. Yet this is not the vision of democracy prevalent today, especially within the rhetoric of globalization. Hytten begins by describing some of the challenges of globalization. She then shows how Dewey faced similar challenges, discussing why Dewey's ideas are still relevant. Hytten goes on to trace how Dewey's conception of democracy can help us to think differently about these challenges. She concludes by arguing that Dewey offers us some valuable democratic habits, dispositions, and visions that remain important resources in building a pluralistic, socially just, inclusive, and enriching community within our globalized world.  相似文献   

Capturing and Enhancing Science Teachers’ Professional Knowledge     

Amanda Berry  John Loughran  Kathy Smith  Simon Lindsay 《Research in Science Education》2009,39(4):575-594

This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching and Learning (STaL) Project, in which groups of science teacher participants (across years K – 12) worked with academics over a one-year period as teacher researchers. Through reflecting on their experiences within the STaL Project and collecting data from their classrooms related to specific science teaching concerns, teacher participants constructed cases around particular aspects of their professional learning. The cases that these participants developed elicited rich insights into their teaching and their students’ learning of science. This paper discusses how the cases were developed by the teacher researcher participants and uses exemplars as a way of illustrating the nature of the professional knowledge developed.  相似文献   

The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts     

Kathy Cabe Trundle  Ronald K. Atwood  John E. Christopher  Mesut Sackes 《Research in Science Education》2010,40(3):451-478

This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to produce profiles of each participant’s conceptual understandings and nonparametric tests also were used. Results revealed very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test. Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest to scientific understanding on the post-test. Implications of these findings and recommendations for further research are provided.  相似文献   

Navigating nature,culture and education in contemporary botanic gardens     

Dawn L. Sanders  Amy E. Ryken  Katherine Stewart 《Environmental Education Research》2018,24(8):1077-1084

Increasingly, humans are an urban species prone to ‘plant blindness’. This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring . Education-related debates on these issues links to the noted phenomenon of a ‘bubble wrap generation’ growing up within ‘nature-deficit’ childhoods in ‘megalopolitan cities’. Indeed, some commentators consider that 'nature has already disappeared' and exists only in protected spaces. Such perceptions have consequences for education in ‘presented world’ settings such as zoos, botanic gardens and natural history museums. This editorial, and its associated collection of papers, considers the critical relationships between nature, culture and education in contemporary botanic gardens and the ways in which visitors navigate their journeys, as demonstrated by research.  相似文献   

Kinematics,coordination, variability,and biological noise in the prone flutter kick at different levels of a “learn-to-swim” programme     

Ross H. Sanders 《Journal of sports sciences》2013,31(2):213-227

Abstract

The purpose of this study was to establish the characteristics of the movement patterns common to flutter kicking of skilled swimmers and to determine how the movement patterns of swimmers at different levels of a “learn-to-swim” programme differ from those of skilled swimmers. Also, the nature of the skill afforded the opportunity to investigate learning of a cyclical multi-joint task from a motor control perspective. The underwater motion of nine children representing three levels of a “learn-to-swim” programme and 10 skilled swimmers were video-recorded while performing nine cycles of prone flutter kicking. Kinematics including joint angular motion and coordination of joint actions were calculated. Fourier analysis was applied to determine the frequency composition of the vertical undulations of the hip, knee, and ankle and to calculate the velocity of the body wave travelling caudally from hip to ankle. Fourier analysis also enabled investigation of biological noise, as distinct from variability. The results indicated the desired joint angles and coordination towards which learners could be guided. An index based on the ratio of hip – knee and knee – ankle body wave velocities showed that the inter-joint coordination of most learners was not appropriate for effective flutter kicking. There was strong evidence to suggest that skilled performance in flutter kicking is characterized by sequencing of joint actions to produce a single sinusoidal body wave moving caudally with not decreasing and preferably increasing velocity, low biological noise, and small variability.  相似文献