Development of gender attitude traditionality across middle childhood and adolescence   总被引：2，自引：2，他引：0  

Crouter AC  Whiteman SD  McHale SM  Osgood DW 《Child development》2007,78(3):911-926

The development of gender attitudes in 402 youth (201 firstborn and 201 secondborn siblings) in 201 European American families was examined using data collected on seven occasions across 9 years. Pooling across siblings and using multilevel modeling, we examined gender attitude development from ages 7 to 19. Consistent with an ecological perspective, the combined effects of individual (i.e., sex, age, birth order) and contextual (i.e., parents' gender attitudes, sibling sex) characteristics predicted patterns of change. Although most youth declined in traditionality, the attitudes of firstborn boys with brothers and traditional parents became more traditional over time. No one longitudinal pattern captured the development of gender attitudes; trajectories varied as a function of contextual and personal characteristics.  相似文献   

批判教育学中的政治、理论与现实(下)     

迈克尔·阿普尔  韦恩·欧  阎光才 《比较教育研究》2007,28(10):1-9

编者按:究竟如何理解英美的批判教育学思潮,尤其是近年来其阵营内部存在纷纷攘攘、似大有碎片化的趋势,本刊特约请当代批判教育学的代表人物之一,世界知名学者、教育思想家阿普尔教授,加州州立大学助理教授韦恩·欧,对批判教育学的历史、目前内部不同取向间的分歧以及在当代保守主义复兴语境中所面临的挑战和应对策略,予以全面的梳理和分析.批判教育学对于中国教育学界并不陌生,但是,对于它的历史缘起、理论全貌和时代境遇,我们少有系统和整体的关注.本文之于我们的价值不仅在于可略补此憾,更重要的是,它会启发我们反思,在中国时下教育改革的潮流中,我们的教育、政治、文化和经济内涵是什么?教育在社会的现实变革、社会的发展远景中,究竟应该扮演什么角色?因本文篇幅较长,故分上篇、下篇两次刊发,敬请读者谅解.  相似文献   

The relationship of exposure to childhood sexual abuse to other forms of abuse,neglect, and household dysfunction during childhood   总被引：3，自引：0，他引：3  

Dong M  Anda RF  Dube SR  Giles WH  Felitti VJ 《Child abuse & neglect》2003,27(6):625-639

OBJECTIVE: This study assesses the relationship of childhood sexual abuse (CSA) to nine other categories of Adverse Childhood Experiences (ACEs), including childhood abuse, neglect, and multiple types of household dysfunction. METHODS: Retrospective cohort study data were collected from 17,337 adult health plan members who responded to a survey questionnaire. Regression models adjusted for age, race, and education were used to estimate the strength of the association of CSA to each of the other nine ACEs and a graded relationship between measures of the severity of CSA and the number of other ACEs (ACE score). RESULTS: CSA was reported by 25% of women and 16% of men. In comparison with persons who were not exposed to CSA, the likelihood of experiencing each category of ACE increased 2- to 3.4-fold for women and 1.6- to 2.5-fold for men (p < 0.05). The adjusted mean ACE score showed a significant positive graded relationship to the severity, duration, and frequency of CSA and an inverse relationship to age at first occurrence of CSA (p < 0.01). CONCLUSIONS: CSA is strongly associated with experiencing multiple other forms of ACEs. The strength of this association appears to increase as the measures of severity of the CSA increases. The understanding of the interrelatedness of CSA with multiple ACEs should be considered in the design of studies, treatment, and programs to prevent CSA as well as other forms of ACEs.  相似文献   

School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning     

Jared S. Warren  Hank M. Bohanon-Edmonson  Ann P. Turnbull  Wayne Sailor  Donna Wickham  Peter Griggs  Shelly E. Beech 《Educational Psychology Review》2006,18(2):187-198

The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields.  相似文献   

A constructivist approach to secondary school science experiments     

Wayne Schulz  DR. Campbell McRobbie 《Research in Science Education》1994,24(1):295-303

The focus of this study was on the investigation of a laboratory instructional program on electricity designed for conceptual development using constructivist principles for conceptual change. This approach was compared with a traditional laboratory approach in a quasi-experimental design. The sample was 247 grade 10 students (boys) in a large non-government urban school. Covariance analysis with the corresponding pretest as covariate showed statistically and educationally significant gains for the experimental group on cognitive but not attitudinal outcomes when compared to the traditional group. Student and teacher interview data provide some evidence for the success of the experimental approach. Specializations: physics education, constructivist approaches to in practical work. Specializations: science teacher education, learning environments, conceptual change.  相似文献   

Emotionality related to maternal cannibalism in BALB and C57BL mice     

Wayne Poley 《Learning & behavior》1974,2(4):241-244

Twenty-four female mice from two inbred strains, BALB and C57BL, were tested for emotional behavior. Half of the animals had successfully raised their first litter to weaning, while the other half had eaten their first litter. Cannibalistic females of both strains were found to be more prone to auditory stress than controls. However, the relationship between emotional defecation and cannibalism was found to interact with strain, suggesting an optimum level of arousal.  相似文献   

Horace Mann Bond: Administrator,Scholar, Teacher     

Wayne J. Urban 《Teaching Education》2013,24(1):42-49

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Collaboration: "The Faint of Heart Need Not Apply"   总被引：1，自引：1，他引：0  

Wayne Walker 《Peabody Journal of Education》2013,88(3-4):300-305

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CURRICULUM REFORM AND A SCIENCE DEPARTMENT: A BOURDIEUIAN ANALYSIS     

Wayne Melville 《International Journal of Science and Mathematics Education》2010,8(6):971-991

This article will describe the dispositions of science teachers in the context of a curriculum reform. Using Bourdieu’s notions of ‘habitus’ and ‘the field,’ the analysis of the data highlights the necessity for curriculum reformers to view the field of the science department as a contested space. From this understanding flow several subsidiary issues: the need to promote disequilibrium and critical conversations around the meanings and practices of science education within the department, and the need to value and capitalise on the symbolic capital of teacher credibility. The article concludes by briefly critiquing recent curriculum reforms in Australia.  相似文献   

Poetry Writing in Quantitative Courses     

Cheryl C. Patterson  J. Wayne Patterson 《Decision Sciences Journal of Innovative Education》2009,7(1):233-238

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