Making and producing Bible plays     

Mona Swann 《British Journal of Religious Education》1935,2(2):105-109

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Sexual Socialization Messages in Television Programming Produced for Adolescents     

Mona Malacane  Nicole Martins 《Mass Communication and Society》2017,20(1):23-46

This study examined sexual content in American prime-time programs popular among the tween (9–14 years of age) audience on broadcast networks and programs aired on the most popular adolescent TV networks—an understudied area of media research. Consistent with past research, the majority of broadcast shows contained sexual talk and behaviors, as did adolescent shows. No significant difference was observed between the two types of shows regarding the frequency with which sexual behaviors were presented in a given hour of TV programming. The amount of scene focus paid to sexual themes varied, but studio audiences were almost always heard positively reinforcing these messages. The findings are discussed with respect to social cognitive and cultivation theories.  相似文献   

Reading and writing ability and drop out in the Swedish upper secondary school     

Siv Fischbein IV  Mona E. Folkander 《欧洲特需教育杂志》2013,28(3):264-274

A three-year programme in upper secondary school is compulsory in Sweden. In reality, some youngsters refrain from applying to the upper secondary school (8 per cent) or drop out in advance (9 per cent). In Stockholm the Youth Centre has been assigned to arrange individual programmes for these pupils. The aim of this study is to investigate their reading and writing ability and to relate this retrospectively to their school experience. Instruments measuring reading comprehension, vocabulary and dictation were carried out on 286 respondents; in addition, background information concerning school attainment was collected. Ten respondents were selected, five high and five low achievers. An unstructured interview was used to investigate their home background, school and reading experiences. Students attending individual programmes at the Youth Centre had lower than average reading and writing abilities in comparison to students at the vocational programmes in upper secondary school. The whole group is characterized by low marks, immigrant background and partial school attendance. The analyses of interview statements reveal a common category - powerlessness - for those with and without reading disabilities. Separate categories were for high achievers - boredom - and for low achievers - lack of opportunity.  相似文献   

Student victimization by peers in elementary schools: individual, teacher-class, and school-level predictors     

Khoury-Kassabri M 《Child abuse & neglect》2011,35(4):273-282

Objectives

This study examined individual and contextual factors that explain students’ victimization by peers among 4th- through 6th-grade Jewish and Arab students.

Method

A total of 120 homeroom teachers and 3,375 students from 47 schools participated. The study explored how students’ reports of violence are influenced by individual factors (gender, age, perception of school climate, victimization by teachers, and fear) teacher-class factors (school climate, homeroom teachers’ characteristics such as self-efficacy, and education) and cultural affiliation as a school level factor.

Results

The results showed that levels of victimization vary significantly between classes and between schools. However, the vast majority of variation in students’ victimization lay at the individual level. Factors such as fear, physical and emotional victimization by teachers, and gender affected levels of students’ victimization by peers.

Conclusions

Students victimized by peers are more likely to be victimized by their teachers and to miss school because of their fear of violence. Further research should be conducted to investigate additional teacher, class and school factors that can predict levels of students’ victimization.

Practice implication

Based on the study's results, efforts to deal with school violence should be targeted to students and school staff. It is essential to design and implement a “whole school” approach that includes participation of the entire school community. Furthermore, intensive individual treatment should be given to victimized students to improve their sense of safety and protection on school property. In addition, the findings emphasized the need to design and implement school intervention programs in a sensitive way that takes into consideration children's developmental stages and other factors that affect their levels of victimization. The results showed that younger children do not take advantage of the many positive effects that can be achieved from positive school policy and good relationships with staff. It might be that more efforts should be made to raise victimized students’ awareness by emphasizing that schools have rules that are there to protect them.  相似文献   

The issue at a glance     

Mona Walsh Holland 《Academic Questions》1991,5(1):3-4

The issue at a glance  相似文献   

A comparison between the workplace cultures of Saudi Arabia's private and public education institutes     

Nizar H. Bagadood  Mona F. Sulaimani 《British Journal of Special Education》2021,48(2):196-211

In Saudi Arabia, it is generally perceived that private special education institutes (SEIs) provide a higher quality education than their public counterparts. Parents tend to trust and invest in private rather than public institutes. This is principally attributed to the greater financial capacity of private special institutes, which ensures services can be provided more effectively. Investigating this perspective, this study seeks to bridge the gap often observed and commented upon between public and private SEIs, and to reflect critically on how the needs of all students with intellectual disabilities can be met within the public system. A comparative case study of two SEIs in Saudi Arabia for students with intellectual disabilities, one public and one private, was designed. Semi-structured interviews were conducted with parents, teachers and principals. A key finding of this study is that there is a major difference in the workplace cultures of public and private institutes. This results in several observable factors that were found to contribute to the quality of provision for learners.  相似文献   

MONOGRAPH ABSTRACT          下载免费PDF全文

Mona El‐Sheikh 《Monographs of the Society for Research in Child Development》2015,80(1):vii-vii

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XI. SLEEP AND DEVELOPMENT: CONCLUSIONS AND FUTURE DIRECTIONS          下载免费PDF全文

Avi Sadeh  Mona El‐Sheikh 《Monographs of the Society for Research in Child Development》2015,80(1):177-181

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Developmental changes in the structure of shyness and internalizing symptoms from early to middle childhood: A network analysis     

Mona Bekkhus  Alicia McVarnock  Robert J. Coplan  Vidar Ulset  Brage Kraft 《Child development》2023,94(4):1078-1086

Shyness is a temperamental trait that shares considerable conceptual overlap with aspects of internalizing problems, creating difficulties in operationalizing and assessing these two constructs and their association. This study addresses these issues by employing network analyses. Participants were, white, N = 555 children (M_age = 52.45 months, SD = 15.96, 55% girls) followed longitudinally over 4 years (2016–2010) in Norway. Teachers rated child shyness and assessed children's internalizing symptoms. Results suggest that two behavioral shyness traits were the most central aspects of shyness. The centrality of these aspects was robust across age. The most influential symptom connecting internalizing symptoms with shyness was “unhappy.” Shyness became more differentiated with development, and associations between anxiety-related symptoms and shyness increased as children entered formal schooling.  相似文献   

Exposure to Interparental Conflict and Children''s Adjustment and Physical Health: The Moderating Role of Vagal Tone     

Mona El-Sheikh  JoAnn Harger  & Stephanie M. Whitson 《Child development》2001,72(6):1617-1636

Physiological regulation, as indexed by baseline vagal tone and delta vagal tone (the change in vagal tone during an attention-demanding or challenging task), was examined as a moderator in the relations between exposure to verbal and physical parental marital conflict and children's adjustment and physical health. Higher vagal tone was posited to serve a protective function (i.e., buffer) for children exposed to higher levels of marital conflict. Seventy-five 8- to 12-year-olds and their mothers completed measures of parental conflict, and children's adjustment and physical health. Children's vagal tone was assessed during baseline conditions and during exposure to an audiotaped interadult argument. Results indicate that higher vagal tone buffered children against increased externalizing, internalizing, and health problems related to exposure to more frequent marital conflict, especially verbal conflict. Further, higher levels of delta vagal tone protected boys against externalizing problems associated with verbal conflict, and health problems associated with physical conflict.  相似文献