The Constraints of Explanatory Models, or: Even Piaget Can't Say Whatever He Likes     

Sophie Haroutunian 《Educational theory》1981,31(2):193-195

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The Novel     

Sydney Bolt 《English in Education》1969,3(2):38-50

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Collaboration between a child telephone helpline and sexual and reproductive health and rights organisations in Senegal: lessons learned     

Ilse Johanna Elisabeth Flink  Solange Marie Odile Mbaye  Simon Richard Baye Diouf  Sophie Baumgartner  Pinar Okur 《Sex education》2018,18(1):32-46

This study identifies lessons learned from a collaboration between a child telephone helpline and sexual and reproductive health and rights (SRHR) organisations in Senegal established in the context of an SRHR programme for young people. We assessed how helpline operators are equipped to address sexual health and rights issues with young people, what the relevant skills of operators are, and to what extent referral to sexual and reproductive health (SRH) service providers took place. A documentary review, a vignette study and interviews with six key informants and all seven operators took place. The collaboration led to promising initiatives, such as the provision of SRH training, the exchange of staff, referral to SRH service providers. However, the counselling advice provided by operators was not always in line with the rights-based approach and responses were influenced by underlying norms concerning young people’s sexuality. Additionally, concerns about confidentiality were noted. The collaboration was an innovative attempt to respond to young people’s limited access to SRHR information and services but there is a need for more in-depth training of helpline operator’s skills and the development of a standardised rights-based counselling manual.  相似文献   

Effect of Time on Perceived Gains from an Undergraduate Research Program     

Omolola A. Adedokun  Loran C. Parker  Amy Childress  Wilella Burgess  Robin Adams  Christopher R. Agnew  James Leary  Deborah Knapp  Cleveland Shields  Sophie Lelievre  Dorothy Teegarden 《CBE life sciences education》2014,13(1):139-148

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit.  相似文献   

Gender Bias in Student Evaluations of Teaching: ‘Punish[ing] Those Who Fail To Do Their Gender Right’     

Adams  Sophie  Bekker  Sheree  Fan  Yanan  Gordon  Tess  Shepherd  Laura J.  Slavich  Eve  Waters  David 《Higher Education》2022,83(4):787-807

Higher Education - A significant body of work problematises the assumption that student evaluations of teaching (SET) actually measure teaching quality. This is concerning, given that SET are...  相似文献   

Challenging Temperament,Teacher–Child Relationships,and Behavior Problems in Urban Low-Income Children: A Longitudinal Examination     

Meghan P. McCormick  Ashley R. Turbeville  Sophie P. Barnes  Sandee G. McClowry 《Early education and development》2014,25(8):1198-1218

Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher–child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The present study examined whether teacher–child closeness and conflict moderated the association between temperamental negative reactivity and growth in disruptive behaviors in low-income Black and Hispanic kindergarten and 1st-grade children. Findings revealed that negative reactivity predicted higher overall levels of in-school disruptive behavior problems at the beginning of kindergarten as well as growth in behavior problems over kindergarten and 1st grade. However, the effect of negative reactivity on disruptive behaviors was attenuated when children had relationships with teachers characterized by high levels of closeness and low levels of conflict. Practice or Policy: Implications for further research and practice are discussed.  相似文献   

Access and retention in French higher education: student drop-out as a form of regulation     

Romuald Bodin  Sophie Orange 《British Journal of Sociology of Education》2018,39(1):126-143

Drawing on Bourdieu’s theory and using Durkheim’s concepts of ‘social fact’ and ‘regulation’, this article examines the place held by public universities within the French higher education (HE) system, breaking with the purely bureaucratic vision prevailing in France today. By setting aside some of the main received ideas about the effects and meanings of student selection and drop-out, the article suggests that public universities play an essential role in regulating the successive flows of first-generation students through French HE. It is precisely because public universities are non-selective that they are able to play this role. Finally, the distribution of HE choices and students’ dropping out are both considered as products of a structural and institutional process of regulation.  相似文献   

Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing     

J. Bruce Tomblin  Jake Oleson  Sophie E. Ambrose  Elizabeth A. Walker  Mary P. Moeller 《Child development》2020,91(1):e179-e197

This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years.  相似文献   

Representations of student performance data in local education policy     

Prøitz  Tine Sophie  Novak  Judit  Mausethagen  Sølvi 《Educational Assessment, Evaluation and Accountability》2022,34(1):89-111

Educational Assessment, Evaluation and Accountability - The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across...  相似文献   

Treating children's aggressive behavior problems using cognitive behavior therapy with virtual reality: A multicenter randomized controlled trial     

Sophie C. Alsem  Anouk van Dijk  Esmée E. Verhulp  Tycho J. Dekkers  Bram O. De Castro 《Child development》2023,94(6):e344-e361

This multicenter randomized controlled trial investigated whether interactive virtual reality enhanced effectiveness of Cognitive Behavioral Therapy (CBT) to reduce children's aggressive behavior problems. Boys with aggressive behavior problems (N = 115; M_age = 10.58, SD = 1.48; 95.7% born in Netherlands) were randomized into three groups: CBT with virtual reality, CBT with roleplays, or care-as-usual. Bayesian analyses showed that CBT with virtual reality more likely reduced aggressive behavior compared to care-as-usual for six of seven outcomes (ds 0.19–0.95), and compared to CBT with roleplays for four outcomes (ds 0.14–0.68). Moreover, compared to roleplays, virtual reality more likely enhanced children's emotional engagement, practice immersion, and treatment appreciation. Thus, virtual reality may be a promising tool to enhance CBT effectiveness for children with aggressive behavior problems.  相似文献