Sex and Risk: Parental Messages and Associated Safety/Risk Behavior of Adult Children     

Sean M. Horan  Toni Morgan  Tricia J. Burke 《Communication quarterly》2018,66(4):403-422

The importance of both parent–child conversations about sex and general family communication climates has been emphasized in numerous studies. This study compared general family communication via family communication patterns (FCP) to specific parental communication about sex in understanding young adults’ sexual communication/risk (avoidance, threat, and risk behavior). Results suggest that FCP were stronger predictors of adult children’s perceptions of sexual communication as threatening and overall avoidance of sexual communication with their partners compared to the frequency of and overall quality of parent–child conversations about sex. Theoretical and practical implications of these findings are also discussed.  相似文献   

A Comparative Case Study of Student Preparation for Postsecondary Education: How GEAR UP,Socioeconomic Status,and Race Influence Academic and Non-academic Factors     

Christina J. Lunceford  Toni A. Sondergeld  Elizabeth L. Stretavski 《Journal of Education for Students Placed at Risk》2017,22(4):185-199

The purpose of this study was to gain a better understanding of early preparation for postsecondary education and explore the effectiveness of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). This comparative case study included 836 students from two cohorts (GEAR UP and Non GEAR UP). We compared high school attendance, retention, behavior incidents, GPA, graduation rates, and college attendance by GEAR UP, socioeconomic status, and race. GEAR UP students performed significantly better on all measures. There were differences found in both cohorts along SES and racial lines; these differences were less pronounced within the GEAR UP cohort. Recommendations for school reform, collaborations between education institutions, and further research are included.  相似文献   

“He's got a mind of his own”: The development of a framework for determining mothers’ beliefs about their infants’ minds     

Sheila Degotardi  Jane Torr  Toni Cross 《Early childhood research quarterly》2008,23(2):259-271

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Making many kinds of moral progress     

Rønnow-Rasmussen  Toni 《Metascience》2019,28(3):397-400

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Them and Us,Or a Bigger and Better Us?     

Toni Carbo 《The Journal of Academic Librarianship》2008,34(2):99-100

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Analysing gender dynamics in sport governance: A new regimes-based approach     

Johanna A. Adriaanse  Toni Schofield 《Sport Management Review》2013,16(4):498-513

This paper explores gender dynamics in sport governance with reference to boards of National Sport Organisations (NSOs) in Australia. It is based on a recent study, underpinned by governance and gender theory. Central is the notion of a gender regime, which is characterised by four interwoven dimensions: production, power, emotional and symbolic relations. When applied to governance dynamics in sport boards, this concept permits identification of how gender works. The study involved an audit of 56 NSOs and in-depth interviews with board directors and chief executive officers (n = 26; 9 women and 17 men) from five NSOs. This paper reports on the results of three NSOs. The data suggest that directors’ participation in sport governance was not uniform in terms of gender dynamics. Three gender regimes were identified: masculine hegemony, masculine hegemony in transition and gender mainstreaming in process. Only the latter provided significant opportunities for gender equality in governance while the former two imposed significant constraints. Central to the regime associated with gender equal governance was a combination of presence of women on the board, the occupation of influential board roles by women, active support of women directors by influential men on the board and a commitment to equality in governance as equal participation by both men and women.  相似文献   

Managing classroom entry: an ecological analysis of ritual interaction and negotiation in the changing room     

Toni M. O'Donovan  David Kirk 《Sport, Education and Society》2013,18(4):399-413

The first interactions between teachers and pupils in physical education often take place in the changing rooms, and, as such, the changing rooms are a useful place to begin an exploration of the processes and practices of negotiation in physical education. Pupils are generally required to change their clothing for physical education lessons, an activity consistently identified as negatively experienced by many young people, and particularly girls (Kay, 1995; Flintoff & Scraton, 2001); hence the changing rooms are an important location to consider in determining young people's engagement with physical education. Throughout this paper, I foreground the naturally occurring interaction between teachers and pupils in the changing rooms of one suburban UK secondary school. This is supplemented by interviews with three teachers and pupils in year 7 (aged 11–12 years) throughout the Spring term. The paper examines how the young people attempted to modify participation requirements in a way that allowed them to pursue their own agendas, and yet also comply with the school, department and teacher rules. Throughout the paper, a consideration of the way in which the teachers held the pupils accountable for their attendance and dress in physical education is present. The orderliness of interaction sequences highlights the ritual nature of pupil–teacher talk in the changing room. The analysis of naturally occurring talk is interspersed with a consideration of how the teachers understood the young people's changing room behaviour.  相似文献   

Give or Take a Few? Comparing Measured and Self-Reported Height and Weight as Correlates of Social Physique Anxiety     

Jennifer Gay  Eva V. Monsma  Toni Torres-McGehee 《Research quarterly for exercise and sport》2013,84(3):656-662

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Factors that influence students' plans to take computing and information technology subjects in senior secondary school   总被引：1，自引：0，他引：1  

Toni Downes  Dianne Looker 《Computer Science Education》2013,23(2):175-199

This article explores factors that contribute to low participation rates in computing and information technology (CIT) courses in senior secondary school, particularly for females. Partly drawing on the Values-Expectancy Theory the following variables are explored separately and within a single model: gender, ability and values beliefs, access and use at home and at school. As well as presenting results consistent with current literature, an inclusive and eclectic model is developed. The model indicates that, in addition to gender and the student's beliefs about the value of the subjects, plans to take CIT subjects are also affected by the amount of use of IT at school. These school-related factors are inter-connected either directly or indirectly with students' beliefs about their IT abilities at both schooland home, as well as the amount of use at home. For educators who seek to improve participation rates, particularly for females, theidentification of school-related variables is encouraging, as the school – unlike the home – is a relatively accessible site of intervention.  相似文献   

Comparing the Visitor Experience at Immersive and Tabletop Exhibits     

Toni Dancstep  Joshua P. Gutwill  Lisa Sindorf 《Curator: The Museum Journal》2015,58(4):401-422

Many museum professionals believe that immersive exhibits—those that surround visitors—provide more attractive, engaging and effective learning experiences than tabletop exhibits. We investigated this claim by comparing visitors’ experiences of the two exhibit types, using pairs of exhibits that differed in scale (immersive vs. tabletop), but shared the same content and similar visitor activity. We randomly selected, videotaped, interviewed, and sent follow‐up surveys to sixty families who experienced immersive exhibits and sixty families who experienced tabletop exhibits. We found that each design type had strengths. Learners at immersive exhibits more often returned to the exhibits mentioned the exhibits’ positive aspects, and saw themselves as part of the exhibits. Conversely, learners spent longer periods of time at tabletop exhibits, and engaged in more content‐related reasoning. Study results partially support the view that immersive exhibits may be more fun and engaging than tabletops. However, results also counter the expectations that being immersed in exhibit experiences will lead to greater physical and intellectual engagement.  相似文献