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Taryn VanderPyl 《Journal of Criminal Justice Education》2018,29(3):456-475
This case study was conducted to evaluate the experience of students in one university course about juvenile justice and one community partnership working together to create a unique learning experience for two very distinct groups of young adults. One of the groups involved justice-involved young men and their parole officers; the other group involved college students enrolled in the course. University students learned civic engagement is not charity, but rather it is working alongside a community partner toward a joint goal. All participants disrupted the “othering” that commonly exists between two such disparate groups. Finally, the community participants gained hope through experiencing a college course firsthand and being able to see themselves as college students. The success of this collaboration was demonstrated thoroughly through informal feedback, formal reflections, course evaluations, and participant observation. 相似文献
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Paul A. Toro M.A. 《Child abuse & neglect》1982,6(4):423-431
Most research investigating the effects of physical child abuse on children's development has been based on uncontrolled or poorly controlled studies having small samples, no long-term follow-up, and weak instrumentation. These studies, as well as some which have been more carefully designed, have generally suggested seriously detrimental developmental consequences in physical, intellectual, behavioral, and emotional areas. Some recent controlled follow-up studies challenge such a negative picture of abuse. In particular, a study by Elmer, which is probably the most carefully conducted study yet done, found that the harmful effects of abuse dissipated years after the abusive incident and that socioeconomic status (SES) and related factors may be more important than abuse in determining the course of child development. To improve the quality and clarity of future research on developmental effects of child abuse, this paper discusses, in four major areas, problems which plague the research. Definition: The extent, type, and frequency of abuse should be more carefully defined to allow studies to be compared. The types and amounts of social service interventions should also be specified. Generalization: Research should include more middle and upper SES children, more of the mildly and moderately abused, and more neglected children to allow generalization to the total population of maltreated children. Causality: Since developmental deficits may be the cause as well as the effects of abuse and because outside factors such as SES may lead to both the abuse and the deficits, there is a need for large-scale longitudinal studies which can untangle the cause and effect web of abuse by following children from birth and measuring many factors which might affect development (e.g., SES, birth abnormalities, abuse). Statistical Analysis: Future studies should always use statistical analysis and should obtain larger samples and utilize outcome and classification measures with demonstrated reliability and validity to increase statistical power. 相似文献
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Ming-Te Wang Kevin R. Binning Juan Del Toro Xu Qin Cristina D. Zepeda 《Child development》2021,92(4):1369-1387
Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self-control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self-control, though with slightly different interaction patterns. 相似文献
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Taryn W. Morrissey Kristi S. Lekies Moncrieff M. Cochran 《Early education and development》2007,18(4):617-624
We thank Debra J. Ackerman, Peggy L. Apple, W. Steven Barnett, and Stacie G. Goffin for their thoughtful commentaries on our article “Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts” (this issue). Our response focuses on two main themes that emerged from the commentaries: (a) the generalizability of the sample and the study's methodological limitations and (b) protectionism of the existing early care and education system. In light of our study and the commentators' main points, we provide a set of policy recommendations for improving quality, accessibility, and affordability in the current early care and education system. 相似文献
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This article reports on resistance in primary schools, more specific grade five learners as perceived by teachers. A qualitative phenomenological interpretative approach was followed utilising focus group discussions and individual interviews. Participants included 14 teachers, purposefully selected from three private and three public schools in Gauteng. Data were thematically analysed. Four main themes were identified: 1) manifestations in the classroom differentiated by active or passive resistance, either positive or negative; 2) a causal model of reasoning; 3) teacher-learner relationships affected by negative and positive perceptions; and 4) constructive suggestions for support holding value for practical application. Findings revealed that resistance in the primary school classroom (the result of the interaction between the learner and contextual factors), is still often assumed as negative and dysfunctional to teaching; however, it can equally be conducive and functional depending on the interaction. Teachers display a more flexible, resilient and positive understanding of contributing factors, and they value resistance if it signifies creativity and independent problem solving, leading to more positive teacherlearner relationships. 相似文献
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Taryn Hess Glenda Gunter 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):372-385
When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course. 相似文献
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Taryn W. Morrissey 《Child development》2009,80(1):59-76
Nationally, 15% of children younger than 5 years regularly attend more than 1 child-care arrangement. An association between arrangement multiplicity and children's behavior problems has been identified, but previous research may be susceptible to measurement or omitted variable bias. This study used within-child fixed effects models to examine associations between changes in the number of concurrent, nonparental child-care arrangements and changes in mother- and caregiver-reported behavior among 2- and 3-year-old children in the National Institute for Child Health and Human Development Study of Early Child Care and Youth Development ( N = 850). Increases in the number of arrangements were related to increases in children's concurrent behavior problems and decreases in prosocial behaviors, particularly among girls and younger children. Implications for policy and research are discussed. 相似文献
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Brendesha M. Tynes Devin English Juan Del Toro Naila A. Smith Fantasy T. Lozada David R. Williams 《Child development》2020,91(5):1577-1593
This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th–12th grade (N = 522; Mgrade = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Results showed four individual and three vicarious ORD trajectories, with the majority of participants starting out with low experiences and increasing over time. Older African American adolescents and people who spend more time online are at greatest risk for poor psychological functioning. 相似文献
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