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41.
Jennifer L. Bevan Karin D. Tidgewell Karissa C. Bagley Lauren Cusanelli Meredith Hartstern Domina Holbeck 《Communication quarterly》2013,61(1):61-77
The present study utilized a scale that measured Bevan, Hale, and Williams' (2004) serial argumentation goals and associated these goals with the perceived resolvability of the serial argument and serial argument conflict tactics. College students reporting on current and former dating partnerships completed a written survey containing close-ended items. Six of Bevan et al.'s (2004) ten original goals again emerged from data analyses, and the four remaining goals combined to form a single goal. These seven serial argument goals were related to perceived resolvability and conflict tactics in generally expected ways. 相似文献
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With the growing size of the population of aging Black individuals, it is important to understand successful aging in this group. This study, therefore, piloted the Successful Aging Inventory (SAI) with a convenience sample of Black older adults. Participants completed a demographic form, the SAI, Purpose in Life Test, Life Satisfaction Inventory-A, Mastery Scale, and Center for Epidemiologic Studies Depression Scale. Internal reliability and convergent and discriminant validity were acceptable. The SAI appears suitable for examining successful aging in Black older adults. 相似文献
44.
Nona Tollefson D. B. Tracy E. P. Johnsen A. W. Farmer Meredith Buenning 《Psychology in the schools》1984,21(2):224-233
A training program designed to teach Learning Disabled junior high school students to set realistic achievement goals, to expend effort to reach the goals, and to accept personal responsibility for achievement outcomes was conducted with 61 LD adolescents attending four junior high schools. Students were randomly assigned to an experimental or control group. Goal setting strategies and effort attribution training were introduced for a six-week period. Pre- to posttesting indicated that the experimental group learned to set realistic goals and to attribute achievement outcomes to the amount of personal effort expended. 相似文献
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Patrick T. Davies Lucia Q. Parry Sonnette M. Bascoe Meredith J. Martin E. Mark Cummings 《Child development》2019,90(6):2118-2134
This study tested whether the strength of the mediational pathway involving interparental conflict, adolescent emotional insecurity, and their psychological problems depended on the quality of their sibling relationships. Using a multimethod approach, 236 adolescents (Mage = 12.6 years) and their parents participated in three annual measurement occasions. Tests of moderated mediation revealed that indirect paths among interparental conflict, insecurity, and psychological problems were significant for teens with low, but not high, quality bonds with siblings. High-quality (i.e., strong) sibling relationships conferred protection by neutralizing interparental conflict as a precursor of increases in adolescent insecurity. Results did not vary as a function of the valence of sibling relationship properties, adolescent sex, or gender and age compositions of the dyad. 相似文献
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Roberta Michnick Golinkoff Erika Hoff Meredith L. Rowe Catherine S. Tamis-LeMonda Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992
Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes. 相似文献
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Julie Matthews Meredith Lawley 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):687-698
In recent times distinctions between the economic and political imperatives of international education and its cultural and educational aspects have become conveniently aligned. This alignment is troubling because it allows the pursuit of profit to fit neatly and without apparent controversy into the pursuit of more lofty political cultural and educational goals. Measures of student satisfaction with international education do little to challenge this comfortable affiliation. Indeed, they appear to reinforce the view that international education as currently pursued is travelling well and yielding maximum profits and benefits for all. The discussion in this article is based on the results of a pilot study that examined international student satisfaction with a teacher education internship program in Australia. Our findings showed that students were satisfied with their international education experience and that the internship/work integrated learning experience enhanced their satisfaction. Importantly however, our pre-departure study showed that students expected study abroad to make a difference to their lives even before they left home. The study led us to consider the meaning of student satisfaction and whether assessments of satisfaction might simply confirm what students already expect. If this is the case, it is not altogether clear what student satisfaction with international education means or measures. 相似文献
50.
This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator. 相似文献