Relations Among Chronic Peer Group Rejection,Maladaptive Behavioral Dispositions,and Early Adolescents' Peer Perceptions     

Gary W. Ladd  Idean Ettekal  Becky Kochenderfer‐Ladd  Karen D. Rudolph  Rebecca K. Andrews 《Child development》2014,85(3):971-988

Adolescents' perceptions of peers' relational characteristics (e.g., support, trustworthiness) were examined for subtypes of youth who evidenced chronic maladaptive behavior, chronic peer group rejection, or combinations of these risk factors. Growth mixture modeling was used to identify subgroups of participants within a normative sample of youth (N = 477; 50% female) for whom data had been gathered from fifth grade (M_age = 10.61) through eighth grade (M_age = 13.93). Results revealed that both enduring individual vulnerability (i.e., chronic withdrawn or chronic aggressive behavioral dispositions) and interpersonal adversity (i.e., chronic peer group rejection) were linked with either differences or changes in adolescents' perceptions of their peers' supportiveness and trustworthiness across the early adolescent age period.  相似文献   

Teachers' situation-specific mastery experiences: teacher,student group and lesson effects     

Lars-Erik Malmberg  Hazel Hagger  Sophie Webster 《European Journal of Psychology of Education - EJPE》2014,29(3):429-451

Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups.  相似文献   

Reconsidering the 'nature of science' as a curriculum component     

John L. Rudolph 《课程研究杂志》2013,45(3):403-419

Although the nature of science has long been seen as an important, indeed central, component of science education during this century, efforts to integrate an authentic view of the nature of science into the curriculum have often met with little success. Work in the field of science studies since the 1960s has compounded this difficulty by presenting educators with various competing, often conflicting, views of the essence of scientific inquiry. I discuss previous attempts to come to grips with this fundamental issue of how to deal with the competing views of science and suggest an alternative approach for integrating nature of science issues into the school science curriculum. What is needed is for educators to accept that no single nature of science exists and to develop curricula that help students understand instead the diverse, local practices that are found within and across scientific disciplines.  相似文献   

Drawing out the value of the visual: children and young people theorizing time through art and narrative     

Sophie Rudolph  Susan Wright 《课程研究杂志》2013,45(4):486-507

This article examines the role that drawing can play in enabling children and young people to theorize concepts of time. In two, independent Australian research projects, children aged between 5 and 8 years were asked to respond to the question, ‘What might the future be like?’, while 12–14 year olds were asked, ‘What does history look like?’ There are points of connection and convergence in the analysis of the drawings and the ways in which the children articulate their visual representations of temporality to demonstrate deep and philosophical insights. This research illuminates possibilities for both the value of art practices in learning and the capacity for such approaches in schools. It disrupts narrow visions of neoliberal policy that privileges the teaching of literacy and numeracy in schools and seeks to transform children and youth into particular citizens for the future. We argue that expanding our view of the use and value of visual forms of learning and expression can contribute to a more layered and complex understanding of the capacities of children and young people. Further, this research contributes to better understanding of how students navigate challenging local curriculum and school terrain as they are increasingly posited as global citizens.  相似文献   

Finding common ground: enhancing interaction between domestic and international students in higher education     

Sophie Arkoudis  Kim Watty  Chi Baik  Xin Yu  Helen Borland  Shanton Chang 《Teaching in Higher Education》2013,18(3):222-235

A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts.  相似文献   

Decision-making modes regarding the inclusive dilemmas of students with educational challenges in mainstream classrooms     

Sophie Shauli  Tali Heiman  Dorit Olenik-Shemesh 《Journal of Research in Special Educational Needs》2023,23(3):199-212

In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision-making skills and the ability to face and resolve ethical dilemmas. College students and pre and in-service teachers were asked about their attitudes towards SEC inclusion, as well as three open-ended dilemmas during vignettes depicting challenging situations in inclusive class forcing decision-making. An online closed and open-ended questionnaire was administered (n = 489). The analysis revealed significant differences in the type of solution to these dilemmas in the three groups. There was a significant interaction between high sensitivity to the feelings of the inclusive students and the participants' overall tendency to support the inclusion of the SECs, positive attitudes towards inclusion, low expression of stigma and a higher sense of self-efficacy. Implications and practical offers are discussed.  相似文献   

Children seek help based on how others learn     

Sophie Bridgers  Costanza De Simone  Hyowon Gweon  Azzurra Ruggeri 《Child development》2023,94(5):1259-1280

Do children consider how others learned when seeking help? Across three experiments, German children (N = 536 3-to-8 year olds, 49% female, majority White, tested 2017–2019) preferred to learn from successful active learners selectively by context: They sought help solving a problem from a learner who had independently discovered the solution to a previous problem over those who had learned through instruction or observation, but only when the current problem was novel, yet related, to the learners' problem (Experiment 1). Older, but not younger, children preferred the active learner even when she was offered help (Experiment 2), though only when her discovery was deliberate (Experiment 3). Although a preference to learn from successful active learners emerges early, a genuine appreciation for process beyond outcome increases across childhood.  相似文献   

Daily fluctuations in young children’s persistence     

Julia A. Leonard  David M. Lydon-Staley  Sophie D. S. Sharp  Hunter Z. Liu  Anne T. Park  Danielle S. Bassett  Angela L. Duckworth  Allyson P. Mackey 《Child development》2022,93(2):e222-e236

Children's behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children's persistence by capitalizing on a task that children complete every day: toothbrushing (N = 81; 48% female; 36–47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations collected between January 2019 and March 2020). Children brushed longer on days when their parents used more praise (d = .23) and less instruction (d = −.22). Sensitivity to mood, sleep, and parent stress varied across children, suggesting that identifying the factors that shape an individual child's persistence could lead to personalized interventions.  相似文献   

Links between justice sensitivity and moral reasoning,moral emotions,and moral identity in middle childhood     

Sophie Strauß  Rebecca Bondü 《Child development》2022,93(2):372-387

Associations between moral-related traits, such as justice sensitivity (JS), the tendency to negatively respond to injustice, and moral development are largely unknown. From May to December 2018, 1329 5- to 12-year-olds (M = 8.05, SD = 1.02; 51.2% girls, 1.3% transgender and gender-nonconforming) from Germany rated their JS, moral reasoning, emotions, and identity; parents and teachers rated children's theory of mind (ToM) and empathy. Victim JS (caring for own justice) predicted more attributions of positive emotions to norm transgressors in structural equation models (β = .295). Altruistic JS (caring for other's justice) predicted less attributions of positive emotions (β = −.343) and a stronger moral identity (β = .392) unless ToM was considered. Particularly altruistic JS showed associations with advanced moral development. Hence, moral-related traits deserve more attention by moral-development research.  相似文献   

Influence of recovery intensity on time spent at maximal oxygen uptake during an intermittent session in young,endurance-trained athletes     

Delphine Thevenet  Erwan Leclair  Magaly Tardieu-Berger  Serge Berthoin  Sophie Regueme  Jacques Prioux 《Journal of sports sciences》2013,31(12):1313-1321

Abstract

In this study, we examined the effects of three recovery intensities on time spent at a high percentage of maximal oxygen uptake (t90[Vdot]O_2max) during a short intermittent session. Eight endurance-trained male adolescents (16 ± 1 years) performed four field tests until exhaustion: a graded test to determine maximal oxygen uptake ([Vdot]O_2max; 57.4 ± 6.1 ml · min^?1 · kg^?1) and maximal aerobic velocity (17.9 ± 0.4 km · h^?1), and three intermittent exercises consisting of repeat 30-s runs at 105% of maximal aerobic velocity alternating with 30 s active recovery at 50% (IE₅₀), 67% (IE₆₇), and 84% (IE₈₄) of maximal aerobic velocity. In absolute values, mean t90[Vdot]O_2max was not significantly different between IE₅₀ and IE₆₇, but both values were significantly longer compared with IE₈₄. When expressed in relative values (as a percentage of time to exhaustion), mean t90[Vdot]O_2max was significantly higher during IE₆₇ than during IE₅₀. Our results show that both 50% and 67% of maximal aerobic velocity of active recovery induced extensive solicitation of the cardiorespiratory system. Our results suggest that the choice of recovery intensity depends on the exercise objective.  相似文献