Self-Regulation and Economic Stress in Children of Hispanic Immigrants and Their Peers: Better Regulation at a Cost?     

Lisa Schlueter McFadyen-Ketchum  Eliana Hurwich-Reiss  Allison A. Stiles  Marina M. Mendoza  Lisa S. Badanes  Julia Dmitrieva 《Early education and development》2016,27(7):914-931

Research Findings: Although there is a well-established relationship between economic stress and children’s self-regulation, few studies have examined this relationship in children of Hispanic immigrants (COHIs), a rapidly growing population. In a sample of preschool children (N = 165), we examined whether economic stress predicted teacher evaluations of children’s self-regulation, whether economic stress predicted children’s physiological reactivity (via cortisol levels), and whether economic stress had a similar effect on self-regulation and children’s cortisol for COHI versus nonimmigrant children. Greater economic stress was associated with poorer child self-regulation and heightened physiological reactivity across a challenging classroom task for the sample as a whole. However, when we examined children by group, greater economic stress was associated with poorer teacher-reported self-regulation for nonimmigrant children only. In contrast, greater economic stress was related to greater cortisol reactivity across a challenge task for COHIs but not for nonimmigrants. Practice or Policy: Results demonstrate the importance of considering physiological indices of self-regulation (heightened stress physiology), in addition to traditional external indices (teacher report), when assessing self-regulation or risk more generally among preschool samples that are diverse in terms of ethnicity, economic risk, and parents’ nativity.  相似文献   

Science and Art: New Paradigms in Education and Vocational Outcomes     

Joubert  Lindy 《Prospects》2002,32(4)

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Quality indicators: developing “MOOCs” in the European Higher Education Area     

Montserrat Yepes-Baldó  Marina Romeo  Carolina Martín  María Ángeles García  Gemma Monzó  Andrés Besolí 《Educational Media International》2016,53(3):184-197

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Evaluations of Conflicts Between Latino Values and Autonomy Desires Among Puerto Rican Adolescents          下载免费PDF全文

Myriam Villalobos Solís  Judith G. Smetana  Marina Tasopoulos‐Chan 《Child development》2017,88(5):1581-1597

Puerto Rican adolescents (N = 105; M_age = 15.97 years, SD = 1.40) evaluated hypothetical situations describing conflicts between Latino values (family obligations and respeto) and autonomy desires regarding personal, friendship, and dating activities. Adolescents judged that peers should prioritize Latino values over autonomy, which led to greater feelings of pride than happiness. However, they believed that teens would prioritize autonomy over Latino values, which led to greater feelings of happiness than pride. Adolescents reasoned about autonomy desires as personal issues, whereas reasoning about Latino values was multifaceted, including references to conventions and concerns for others. Furthermore, judgments and reasoning depended on the type of autonomy desire and Latino value and sometimes, by participants' age and sex.  相似文献   

Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction   总被引：3，自引：0，他引：3  

Jongmans MJ  Smits-Engelsman BC  Schoemaker MM 《Journal of learning disabilities》2003,36(6):528-537

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Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: the role of school,classroom, and individual factors     

Košir  Katja  Klasinc  Lucia  Špes  Tanja  Pivec  Tina  Cankar  Gašper  Horvat  Marina 《European Journal of Psychology of Education - EJPE》2020,35(2):381-402

European Journal of Psychology of Education - The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents....  相似文献   

Materiality and immateriality in Lucio Fontana's environments: From documentary research to the reproduction of lost artworks     

Marina Pugliese  Barbara Ferriani  Iolanda Ratti 《文物保护研究》2016,61(3):188-192

In recent years, many international initiatives have sparked a debate on guidelines and criteria for documenting existing installations and environments. Nevertheless, a comparison between those environments, and lost or reproduced ones, still needs to be closely considered. This becomes even more interesting in the case of works that were made by artists no longer alive. Starting from the study on Italian artist Lucio Fontana's historical environments, we show how a historically accurate reconstruction, based on the analysis of various sources (original documents, letters, articles, interviews and videos, as well as critical essays) can be considered as a conservation strategy for works that were originally created as ‘ephemeral’, but later became fundamental within art history. The data and metadata can be used as a second step for the reconstruction of the environments, creating ‘replicas’ that closely mimic the artist's intent and that can then be documented and properly preserved. On one hand, the outcomes of the research presented is that of understanding to what extent it is possible to achieve a fair rendition of Fontana's environments and thus foster their proper appreciation. On a second and more practical level, we will present a study of the first exhibition centered on the reproduction of the artist's environments, which will be held in HangarBicocca, Milan, Italy, in 2017. A scientific and philological approach will allow us to fully respect the original artworks and the context in which they were produced. The reconstruction will also be the occasion to collect data regarding the materials that Fontana used extensively, and to gather information about the companies that produced them, as well as about the past and present quality of such materials, and the possibility of reproducing them today. This approach seeks to investigate the interplay between theory and reconstruction materiality through the double lens of historical research, on one hand, and contemporary conservation and museology debates on the other.  相似文献   

Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study     

Marina Mattheoudakis   《Teaching and Teacher Education》2007,23(8):1272-1288

This article reports on a longitudinal study that aims to investigate pre-service EFL teacher beliefs about learning and teaching in Greece. The study attempts to track possible changes in those beliefs during a 3-year teacher education program and explores the impact of teaching practice, in particular, on student teachers’ beliefs. The results indicate that while there is a gradual and sometimes significant development in student teachers’ beliefs during the program, student teachers’ engagement in the teaching practice seems to have a low impact on the development of their beliefs. Those findings are interpreted with reference to the structure and context of the specific teacher education program and can be useful for the design and development of EFL teacher education programs.  相似文献   

Designing a curriculum based on four purposes: let mathematics speak for itself     

Sofya Lyakhova  Marie Joubert  Mary Margaret Capraro  Robert M. Capraro 《课程研究杂志》2019,51(4):513-529

Trends in curriculum reform recognise the need to develop skills and competencies in addition to specifying what knowledge should be taught and when. However, a balance between skills and knowledge is sometimes difficult to achieve. In this paper which takes mathematics as the focus, we consider reform currently underway in Wales, from the perspective of a ‘knowledge approach’ and from the perspective of the Successful Futures report which is, we argue, driven more by a skills approach at the heart of which are ‘four purposes’: developing young people as ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. Our interest is in the contribution that mathematics makes to the four purposes; and contribution that the four purposes make (or do not make) to the development of a school mathematics curriculum. After outlining the background and context, the paper consults literature and experts to consider what mathematics is and how the learning of mathematics can be seen to fulfil the four purposes. The study contributes to understanding the difficulties of re-contextualising school subjects from the academic disciplines and proposes that operating with a curriculum driven by big ideas or overarching statements places higher demands on teacher knowledge.  相似文献   

Teachers’ empathy: can it be predicted by self-efficacy?     

Marina Goroshit 《Teachers and Teaching》2016,22(7):805-818

Teachers’ social-emotional competencies seem to play a significant role in promoting social-emotional learning in schools. Empathic teachers were found to possess a higher level of morality; to communicate more successfully with their students; to encourage them to forge empathic relationships; and to successfully motivate their students. Yet, there is a dearth of literature on how to develop such empathy in teachers. The present study, which is based on a large body of research, investigated the contribution of teachers’ self-efficacy and emotional self-efficacy to teacher empathy. The sample comprised 543 teachers from the central region of Israel who completed self-report questionnaires. Findings indicated that both types of self-efficacy contribute to empathy in teachers, but the contribution of teacher self-efficacy is greater. These findings can benefit teacher educators, principals and others involved in teacher performance and well-being throughout the world. Findings may suggest that both efficacies are compelling variables that need to be addressed and enhanced in relation to teacher empathy. In addition, the findings strengthen the notion that social-emotional competence in teachers is strongly associated with teachers’ self-beliefs regarding their teaching efficacy.  相似文献