‘Where do babies come from?’ Barriers to early sexuality communication between parents and young children     

Nicole Stone  Roger Ingham  Katie Gibbins 《Sex education》2013,13(2):228-240

‘Where do babies come from?’ ‘Why do boys have willies?’ ‘What does gay mean?’ Probably all parents have faced such ‘innocent’ questions from young children, and many have found them challenging to answer. Access to sexuality education at an early age is frequently considered controversial; however, there are strong indications that early and open communication can impact positively in terms of sexual safety and outcomes. Using focus group discussions with parents of 3–7 year olds in the UK, this study explores some of the challenges parents report in dealing with early sexual socialisation as well as the reasons they cite for restricting young children's sexual awareness and access to knowledge. Thematic analysis reveals a number of barriers to communication: the need to protect childhood ‘innocence’, suitable timing and age appropriateness of explanations, personal discomfort, and fear of criticism and judgement.  相似文献   

The salience and utility of school sex education to young men     

Katie Buston  Daniel Wight 《Sex education》2013,13(2):135-150

This paper focuses on young men's views on the school sex education they have received, the influence of this sex education on their intended or actual behaviour, and the extent to which other sources of information complement or supplement school sex education. Thirty‐five in‐depth interviews and eight group discussions were conducted with male pupils from six schools in the east of Scotland. Most of those interviewed did cite school as a useful source in learning about sex. The most commonly named highlights were learning more about what girls think about sexual matters and learning how to use a condom. Nine described how something they had learned in school sex education had changed the way they had behaved in a sexual encounter. A further eight, who had not experienced sexual intercourse, talked about how they thought sex education would influence their behaviour in a positive way in the future. The most common criticism of sex education was that it was not explicit enough. Although friends and/or television were named by the majority of young men as useful, for most young men school sex education appeared to be the only substantive source of information they had received on sexual matters.  相似文献   

Tweens' conceptions of privacy online: implications for educators     

Katie Davis  Carrie James 《Learning, Media and Technology》2013,38(1):4-25

There is considerable debate about young people's concern for privacy today, given their frequent use of social media to share information and other content about themselves and others. While researchers have investigated the online privacy practices of teens and emerging adults, relatively little is known about the attitudes and behaviors of younger youth. Drawing on interviews with 42 middle school students, or ‘tweens’, we explore how youth in this age group think about and manage privacy issues online, as well as the messages they report hearing from educators about online privacy. Our findings suggest that most tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online. Further, tweens' online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers. We discuss the educational implications of these findings.  相似文献   

Print Media     

Bernard M. Fry  Herbert S. White  Karl I.R. Arndt  May E. Olsen  Donald McQuade  Robert Atwan 《Communication Booknotes Quarterly》2013,44(7):77-79

Bernard M. Fry and Herbert S. White's Publishers and Libraries: A Study of Scholarly and Research Journals (Lexington, Mass.: Lexington Books/D.C. Heath, 1976—price not given, but about $15.00)

Karl I.R. Arndt and May E. Olsen's The German Language Press of the Americas, Volume I: History and Bibliography 1732-1968, United States of America (Munich: Verlag Dokumentation [New York: Unipub] , 1976—DM 148, or $52.00)

The Reader's Advisor: A Layman's Guide to Literature, 12th Edition (New York: R.R. Bowker, 1977—three volumes for $69.95 per set, or $25.00 per volume if purchased separately)

Donald McQuade and Robert Atwan (eds.) Popular Writing in America: The Interaction of Style and Audience, Shorter, Alternate Edition (New York: Oxford University Press, 1977—$5.00, paper)  相似文献   

A comparison of the mystery motivator and the Get 'Em On Task interventions for off‐task behaviors     

Elisabeth E. Kraemer  Susan C. Davies  Kelli Jo Arndt  Sawyer Hunley 《Psychology in the schools》2012,49(2):163-175

Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

The Ideology of Terror: Why We Will Never Win the “War”     

Katie Rose Guest 《Journal of American culture (Malden, Mass. : 2003)》2005,28(4):368-376

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Discerning contextual complexities in STEM career pathways: insights from successful Latinas     

Gallard Martínez  Alejandro J.  Pitts  Wesley  Ramos de Robles  Silvia Lizette  Milton Brkich  Katie L.  Flores Bustos  Belinda  Claeys  Lorena 《Cultural Studies of Science Education》2019,14(4):1079-1103

Cultural Studies of Science Education - This paper introduces the concept of contextual mitigating factors (CMFs) as a theoretical construct to help understand how Latinas who demonstrated success...  相似文献   

Latinas’ heritage language as a source of resiliency: impact on academic achievement in STEM fields     

Stevenson  Alma D.  Gallard Martínez  Alejandro José  Brkich  Katie Lynn  Flores  Belinda Bustos  Claeys  Lorena  Pitts  Wesley 《Cultural Studies of Science Education》2019,14(1):1-13

Cultural Studies of Science Education - This article highlights how the preservation of heritage languages is essential in the construction of three Georgia Latina participants’ cultural...  相似文献   

Making do with media: teachers,technology, and tactics of media use in American classrooms, 1919–1946     

Katie Day Good 《传播与批判/文化研究》2016,13(1):75-92

In the last century, teachers have come under pressure to incorporate new media technologies into their lessons. Comparing educational research, press coverage, and teachers' firsthand accounts of mediated instruction between 1919 and 1946, this article highlights a historic discrepancy between anticipated and actual uses of media in classrooms. Drawing on de Certeau's theory of “making do,” the author argues that teachers' efforts to balance high technologies with simpler, more do-it-yourself varieties of media in their lessons constituted critical forms of participation in educational media culture and small acts of resistance against industrial, top-down efforts to streamline, modernize, and technologize their work.  相似文献   

Risk and protective factors associated with cyberbullying: Are relationships or rules more protective?     

Katie Davis  Lucas Koepke 《Learning, Media and Technology》2016,41(4):521-545

The aim of this paper is to investigate which adolescents are most and least at risk of experiencing online victimization. The results of logistic regression analyses using data on 2079 adolescents attending secondary school in Bermuda indicate that not all forms of media use place adolescents at risk of experiencing cyberbullying. Adolescents who spent more time using their cell phone were more likely to report having received an aggressive or threatening electronic communication and having had someone say nasty things about them online. There was no such relationship between time on the internet and either form of online victimization. The findings also suggest that strong parent relationships and positive experiences at school are generally more protective against cyberbullying than adults’ restrictions on adolescents’ media use. These findings contribute important insight into strategies that hold promise for decreasing cyberbullying among adolescents.  相似文献