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排序方式： 共有137条查询结果，搜索用时 15 毫秒
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This article reviews the Invisible Farmer project – the largest study of Australian women on the land – a third of the way through its three year funding period. It introduces the aims of this collaborative and multidisciplinary project, focusing on the role of records and oral histories in the creation of new narratives, and the task of raising public awareness of the important historical and contemporary contributions made by Australian women farmers. We examine the way digital platforms work to curate records and promote research, and outline the important role that the Australian Women’s Register, a core project of the Australian Women’s Archives Project, will play in achieving outcomes. 相似文献
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Mallory Bolenbaugh Megan Foley-Nicpon Rachel Young Melissa Tully Nikki Grunewald Marizen Ramirez 《Psychology in the schools》2020,57(11):1657-1679
Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene. 相似文献
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Allan B. de Guzman Les Paul Valdez Maverick B. Orpiana Nikki Angela F. Orantia Patrick Van E. Oledan Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340
According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement. 相似文献
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Nikki Rommers Mireille Mostaert Lennert Goossens Roel Vaeyens Erik Witvrouw Matthieu Lenoir 《Journal of sports sciences》2019,37(2):196-203
This study investigated differences in generic and soccer specific motor coordination, as well as speed and agility depending on age and maturity in elite youth soccer players (U10-U15, N = 619). Measurements included body height, body weight and sitting height to estimate age at peak height velocity (APHV); three Körperkoordinationstest für Kinder subtests (i.e. jumping sideways (JS), moving sideways (MS), balancing backwards (BB)) to assess generic motor coordination; the UGent dribbling test for soccer specific motor coordination; a 5m/30m sprint and T-test for speed and agility, respectively. Age specific z-scores of the predicted APHV identified players as earlier, on time or later maturing. (M)ANOVA analyses showed significant age by maturity interaction effects for the speed and agility test cluster, revealing maturity related differences in U14 and U15 players. Next to an overall higher performance with age for all test clusters (η2 0.080–0.468), earlier maturing players outperformed their later maturing peers in 5m/30m sprinting. The opposite was seen for JS and BB. So, players’ maturity status should be taken into account to adequately value performance in talent identification. Also, the focus on characteristics that appear to be minimally biased by an earlier maturational timing (i.e. motor coordination) should be increased. 相似文献
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Standards‐based progress reports (SBPRs) require teachers to grade students using the performance levels reported by state tests and are an increasingly popular report card format. They may help to increase teacher familiarity with state standards, encourage teachers to exclude nonacademic factors from grades, and/or improve communication with parents. The current study examines the SBPR grade–state test score correspondence observed across 2 years in 125 third and fifth grade classrooms located in one school district to examine the degree of consistency between grades and state test results. It also examines the grading practices of a subset of 37 teachers to determine whether there is an association between teacher appraisal style and convergence rates. A moderate degree of grade–test score convergence was observed using three agreement estimates (coefficient kappa, tau‐b correlations, and classroom‐level mean differences between grades and test scores). In addition, only small amounts of grade–test score convergence were observed between teachers; a much greater proportion of variance lay within classrooms and subjects. Appraisal style correlated weakly with convergence rates, but was most strongly related to assigning students to the same performance level as the test. Therefore using recommended grading practices may improve the quality of SBPR grades to some extent. 相似文献
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