Children’s shyness: a suitable case for treatment?     

W. Ray Crozier 《Educational Psychology in Practice》2014,30(2):156-166

Shy and withdrawn behaviours are cause for concern and have attracted contrasting perspectives. On the one hand, they are regarded as predictive of social anxiety disorder and may benefit from intervention; on the other hand, there are claims that normal behaviours are being pathologised. Evidence is reviewed which suggests that while they represent a risk factor for social anxiety disorder, these patterns of behaviours are only moderately predictive, the large majority of shy children do not go on to meet diagnostic criteria for social anxiety disorder, nor have adults who meet these criteria necessarily been shy as children. A fruitful approach may be to develop effective social and emotional learning programmes to increase children’s understanding of shyness and to aid identification of children at risk.  相似文献   

The Validity and Reliability of the Back Saver Sit-and-Reach Test in Middle School Girls and Boys     

Patricia Patterson  Denise L. Wiksten  Lori Ray  Cheryl Flanders  Dawn Sanphy 《Research quarterly for exercise and sport》2013,84(4):448-451

The purpose of this article was to highlight important research needs related to physical activity in 3- to 5-year-old children. We identified research needs in 3 major categories: health effects, patterns of physical activity, and interventions and policies. The top research needs include identifying the health effects of physical activity, the effects of physical activity on the development of healthy weight, the effects of physical activity on learning and behavior, and the health implications of sedentary behavior. Research questions concerning patterns of physical activity include determining the prevalence of 3- to 5-year-olds meeting the current physical activity guidelines; the social and environmental factors that influence physical activity in home, preschool, and community settings; and how physical activity tracks into later childhood, adolescence, and adulthood. Research questions about interventions and policies include identifying the most effective strategies to promote physical activity in home, child care, and community settings and to reach diverse populations of young children, identifying effective intervention implementation and dissemination strategies, and determining the effectiveness of national, state, local, and institutional policies for increasing physical activity. In conclusion, research is needed to establish a full understanding of the health implications of physical activity in 3- to 5-year-old children, to better understand the nature of physical activity behavior in this group, and to learn how to promote physical activity in young children.  相似文献   

Human 2.0     

Kurzweil R 《New scientist (1971)》2005,187(2518):32-37

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Shoptalk: Lessons in Teaching from an African American Hair Salon: A Review     

Allen  Joseph  Butler  Bettie Ray 《The Urban Review》2019,51(2):177-182

The Urban Review - The following is a review of the text Shoptalk: Lessons in Teaching from an African American Hair Salon, by Majors (2017). In this text, the author asserts that adopting...  相似文献   

Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure     

Sylvia Read  D. Ray Reutzel  Parker C. Fawson 《Early Childhood Education Journal》2008,36(3):213-219

Informational text is an important resource for classroom teachers that places unique comprehension demands on young students. Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension. This practical article addresses how to use “well-structured” expository trade book titles to teach text structure. A lesson plan template and an extended example of an explicit lesson on order/sequence are provided.  相似文献   

Paid Clients in Counselor Education - An Investigation     

Ray Befus  Lyle L. Miller 《Counselor Education & Supervision》1970,10(1):80-86

This investigation follows an earlier attempt to evaluate the use of paid clients in practicum work. Pre- and post-counseling responses of paid and unpaid clients, counselors, and counselor supervisors were tested by Fisher's exact probability tables. Before-counseling paid clients were found to be different from unpaid clients only in that paid clients did not expect counseling to make them more independent in their relationships with other people. Post-counseling responses did not reveal any significant differences between paid or unpaid clients. Counselors saw paid clients in the way that paid clients saw themselves. Counselor supervisors did not expect significant differences between paid and unpaid clients. The only significant difference in post-counseling ratings was that neither counselors or counselor supervisors had anticipated that paid clients did want counselors to offer alternative solutions to problems. Differing pre-counseling responses of unpaid clients and of counselors and counselor supervisors reflected unfounded expectations that unpaid clients would have greater counseling needs than paid clients. All those involved in the study evaluated paid-client counseling as being a worthwhile experience. The writers encourage further investigation and evaluation.  相似文献   

The determinants of grades three to eight students' intentions to engage in laboratory and nonlaboratory science learning behavior     

Brian D. Ray 《科学教学研究杂志》1991,28(2):147-161

Data were collected from students in grades three to eight (N = 377) in order to identify the determinants of their intentions to perform laboratory and nonlaboratory science activities. Fishbein and Ajzen's theory of reasoned action was used as the basis for the study. The theory posits that the immediate determinant of behavior is intention. Intention is determined by the weighted attitude toward the behavior and the weighted subjective norm. Attitude toward behavior and subjective norm are determined by combinations of beliefs, evaluations, and motivations to comply. Cores of salient beliefs related to attitude toward laboratory and nonlaboratory behaviors and cores of salient beliefs related to subjective norm for laboratory and nonlaboratory behaviors were identified. Hypotheses generated from the theory were confirmed. Attitude toward behavior and subjective norm explained significant amounts of variance in behavioral intention for both laboratory and nonlaboratory behaviors. Attitude toward behavior had a greater relative weight than subjective norm for both laboratory and nonlaboratory. The correlations between adjacent constructs in the theoretical model were significant in all cases.  相似文献   

Provenance and credibility in scientific data repositories     

Kathleen Fear  Devan Ray Donaldson 《Archival Science》2012,12(3):319-339

Despite a long history of rich theoretical work on provenance, empirical research regarding users?? interactions with and judgments based upon provenance information in archives with scientific data is extremely limited. This article focuses on the relationship between provenance and credibility (i.e., trustworthiness and expertise) for scientists. Toward this end, the authors conducted semi-structured interviews with seventeen proteomics researchers who interact with data from ProteomeCommons.org, a large online repository. To analyze the resulting interview data, the authors apply Brian Hilligoss and Soo Young Rieh??s empirically tested theoretical framework for user credibility assessment. Findings from this study suggest that together with other information provided in ProteomeCommons.org and subjects?? own experiences and prior knowledge, provenance allows users to determine the credibility of datasets. Implications of this study stress the importance of the archival perspective of provenance and archival bond for aiding scientists in their credibility assessments of data housed in scientific data repositories.  相似文献   

The Convivial Museum     

Ray Oldenburg 《Curator: The Museum Journal》2012,55(2):247-248

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Informing UK Information Management pedagogic practice: The nature of contemporary higher education culture     

Kevin Grant  Ray Hackney  David Edgar 《International Journal of Information Management》2010

This paper explores the nature of Information Management (IM) pedagogic practice within UK higher education (HE), by exploring the history of IM and teasing out what this may mean for its teaching. Empirical evidence is considered from both qualitative and quantitative data analysis perspectives through the application of Grounded theory.  相似文献