Mother-child and father-child mutually responsive orientation in the first 2 years and children's outcomes at preschool age: mechanisms of influence.     

Grazyna Kochanska  Nazan Aksan  Theresa R Prisco  Erin E Adams 《Child development》2008,79(1):30-44

Mechanisms accounting for the effects of mutually responsive orientation (MRO) at 7, 15, and 25 months in 102 mother-child and father-child dyads on child internalization and self-regulation at 52 months were examined. Two mediators at 38 months were tested: parental power assertion and child self-representation. For mother-child relationships, the causal pathway involving power assertion was supported for both outcomes. Diminished power assertion fully mediated beneficial effect of mother-child MRO on internalization and partially mediated its effect on self-regulation. For father-child relationships, MRO predicted self-regulation, but the mediational paths were unsupported. Paternal power assertion correlated negatively with both outcomes but was not a mediator. Although MRO with both parents correlated with child self-representation, and it correlated with self-regulation, this mediational path was unsupported.  相似文献   

What is a real story? Investigating the perceptions of Key Stage One children   总被引：1，自引：0，他引：1  

Jacqueline Harrett Corresponding author Senior Lecturer Primary English  Theresa Benjamin 《Early Years: An International Journal of Research and Development》2005,25(1):31-42

This small‐scale piece of research stemmed from a larger study on oral storytelling and the responses of children to stories told and read to them. In the larger study several children expressed preferences for stories from picture books, as told stories were not real stories. This concept of real stories and what constitutes a real story in the eyes of an infant child, aged between five and seven years, is what led to the basis of the research. One hundred and thirty‐five children between the ages of five and seven years old were involved in the research. The investigation was conducted in three different schools in South Wales, UK. It was hoped that the research would give some insights into the literacy habits of children today. The children were asked some basic questions about home practices relating to storytelling and story‐reading and about preferences in relation to oral stories and picture books. Finally they were asked if they thought oral tales were real stories. This essay gives an overview of some of the literacy practices of the children and deliberates on their comments as they wrestle with the concept of a real story.  相似文献   

Lesbian,gay, bisexual,and transgender college students with disabilities: A look at multiple cultural minorities     

Debra A. Harley  Theresa M. Nowak  Linda J. Gassaway  Todd A. Savage 《Psychology in the schools》2002,39(5):525-538

College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. These students are usually accommodated in the college environment because of their disability while simultaneously marginalized based on their sexual orientation. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. © 2002 Wiley Periodicals, Inc.  相似文献   

The New Left,the new class and socialism [1]     

Cyril Levitt 《Higher Education》1979,8(6):641-655

The New Left of the sixties has been eulogized in the mass media in recent years. Former activists have entered specific employment areas associated with the public sector, although many have retained a political commitment consonant with their previous activities and beliefs. Using interview data gathered in Canada, the Federal Republic of Germany and the United States in 1977 and 1978, the author analyzes the nature and trajectory of the New Left. He finds that the ambivalent character of the movement was an expression of the relations of a specific generation of learners to the deterioration of the condition of intellectual labor in society.The author wishes to thank the Canada Council and the Social Sciences and Humanities Research Council for generously supporting the research.  相似文献   

Choosing a faith school in Leicester: admissions criteria,diversity and choice     

Mairi Levitt 《British Journal of Religious Education》2020,42(2):224-241

ABSTRACT

Religion in Britain is in overall decline and ‘no religion’ is growing, but one-third of schools in the State sector in England and Wales are ‘schools with a religious designation’ (‘faith schools’). Historically, these were Protestant and Catholic Church schools, but new faith schools have been established by Churches and other faiths. Governments of all parties have encouraged this development, chiefly on the grounds of increased parental choice and improved quality.

The research presented here provides evidence about the operation of faith schools in the English city of Leicester in 2016, particularly from the perspective of those choosing a school. The main objectives are (1) to indicate the diversity of faith schools, (2) to show how they present themselves to those looking for a school: their admission requirements and level of educational attainment and (3) to reflect on the claim that faith schooling offers more and better choice and quality. Leicester is selected for its size and diversity; it is small enough to study with the resources available to us and is one of the most multi-ethnic and multifaith urban areas in England. Research was carried out between February and July 2016 and offers a snapshot from that year.  相似文献   

Relational and Physical Aggression among Preschoolers: The Effect of Language Skills and Gender     

Theresa L. Estrem 《Early education and development》2005,16(2):207-232

This study examined the relation between language skills, gender, and relational/ physical aggression. Language skills of 100 preschoolers were assessed with 3 standardized instruments. Relational/physical aggression was rated by the children's teachers. Results indicated that relational and physical aggression tended to increase as language scores decreased. When the alternative form of aggression was held constant, girls' expressive language skills predicted relational aggression more than boys', and receptive language skills predicted physical aggression more than relational aggression, especially for boys. Classroom variables predicted relational aggression more than physical aggression. Results suggest that receptive and expressive language are important in predicting form and level of aggression. Implications for early identification of girls at risk for problem behavior in the preschool years are discussed.  相似文献   

Biot's paper and Arago's plates. Photographic practice and the transparency of representation     

Levitt T 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(3):456-476

Fran?ois Arago and Jean-Baptiste Biot, two of the physicists most involved in early photography, mobilized this new technology for their ongoing debates about the proper boundaries of the public in France. Each threw his weight behind one of the competing photographic processes, Arago supporting daguerrian silver plates and Biot favoring paper soaked in silver solution. For both men, disagreement at the level of materials and techniques was further bound up with disagreement about what kind of visual evidence the photograph was and who was capable of understanding it. Biot argued for a severely restricted community of photographic practitioners. His papers, he claimed, revealed an invisible world of chemical radiation accessible only to those who understood the chemistry involved. Arago's reliance on resemblance, on the other hand, permitted him to present daguerreotype plates as a form of representation available to all, even incorporating them into his campaign for universal male suffrage.  相似文献   

Building Multicultural Competencies in School Counselor Trainees: An International Immersion Experience     

Charlene M. Alexander  Theresa Kruczek  Joseph G. Ponterotto 《Counselor Education & Supervision》2005,44(4):255-266

The authors describe an international cultural immersion field experience, make recommendations for counselor educators who want to establish a similar program, and present an example of a student's reflection on the experience as recorded in the personal multicultural competency portfolio.  相似文献   

Problem-based learning and the development of metacognition   总被引：1，自引：0，他引：1  

Kevin Downing  Theresa Kwong  Sui-Wah Chan  Tsz-Fung Lam  Woo-Kyung Downing 《Higher Education》2009,57(5):609-621

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.  相似文献   

The Culture of Empowerment: Driving and Sustaining Change at Conner Prairie     

Mary Theresa Seig  Ken Bubp 《Curator: The Museum Journal》2008,51(2):203-220

Abstract In this paper, we offer a case study of how Conner Prairie Museum recognized its institutional need for change and employed principles of staff empowerment that allowed the museum to adapt to the needs and interests of guests. The result has been a dramatic improvement in visitor satisfaction and learning. To achieve this transformation, Conner Prairie intentionally altered the organizational culture in large and small ways: by reorganizing staff assignments, restructuring staff assessment, and realigning communication between management and front‐line staff in order to empower front‐line staff. This story is not unique to Conner Prairie, but the details illuminate the vital role of empowerment in the process of cultural change.  相似文献