Mutual influence of marital conflict and children's behavior problems: shared and nonshared family risks     

Jenkins J  Simpson A  Dunn J  Rasbash J  O'Connor TG 《Child development》2005,76(1):24-39

This within-family, longitudinal study including biological and stepfamilies investigated mutual influences between marital conflict and children's behavior problems. Children (4 to 17 years; N=296) residing in 127 families drawn from a general population study were investigated at Time 1 and again 2 years later. These nested data were analyzed using multilevel modeling, controlling for previous child behavior or marital conflict. Marital conflict about children predicted change in children's behavior. Children's behavior also predicted an increase in marital conflict, particularly in stepfamilies. Differences between siblings in exposure to conflict and the extent to which siblings were a source of argument increased more in stepfamilies than in biological families. Boys were exposed to more conflict over time than were girls.  相似文献   

Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools     

Anna Mazenod  Becky Francis  Louise Archer  Jeremy Hodgen  Becky Taylor  Antonina Tereshchenko 《Cambridge Journal of Education》2019,49(1):53-68

‘Ability’ or attainment grouping can introduce an additional label that influences teachers’ expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers’ expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners.  相似文献   

School belonging among low‐income urban youth with disabilities: Testing a theoretical model     

Susan D. McMahon  Anna L. Parnes  Christopher B. Keys  Judah J. Viola 《Psychology in the schools》2008,45(5):387-401

Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at‐risk youth with disabilities. This study examines baseline survey data from 136 low‐income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self‐efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school‐based interventions that can enhance student success and well‐being. © 2008 Wiley Periodicals, Inc.  相似文献   

Education for sustainability in university studies: A model for reorienting the curriculum   总被引：1，自引：0，他引：1  

Mercè Junyent  Anna M. Geli de Ciurana 《British Educational Research Journal》2008,34(6):763-782

A decisive factor for achieving a culture of sustainability is university training for future professionals. The aim of this article is to bring new elements to the process of reorienting university studies towards sustainability. Presented here is the ACES model (Curriculum Greening of Higher Education, acronym in Spanish), which is the result of a project involving a network of 11 European and Latin American universities. The methodology of the project is based on participatory action research. The ACES model is defined by 10 characteristics, detailed in this article, which can orientate a diagnosis of the level of curriculum greening and the design and application of the strategies and actions in order to facilitate incorporating the sustainability dimension in higher education. The potentialities and limitations found are also discussed. The ACES model has started a process for reorienting higher education studies towards sustainability.  相似文献   

Studying collaborative creativity: Implications for education     

Anna Craft 《Thinking Skills and Creativity》2008,3(3):241-245

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PEDro: a physiotherapy evidence database     

Fitzpatrick RB 《Medical reference services quarterly》2008,27(2):189-198

PEDro is produced by the Centre for Evidence-Based Physiotherapy (CEBP), located in Sydney, Australia. PEDro is intended to be used to gain "rapid access to bibliographic details and abstracts of randomized controlled trials, systematic reviews and evidence-based clinical practice guidelines in physiotherapy." This column will provide some background information on the database, as well as cover the basics of searching its content.  相似文献   

Differential Effects of Salient Visual Events on Memory-Guided Attention in Adults and Children     

Kate Nussenbaum  Gaia Scerif  Anna C. Nobre 《Child development》2019,90(4):1369-1388

Both salient visual events and scene-based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention.  相似文献   

Discipline Reform: The Impact of a Statewide Ban on Suspensions for Truancy     

Kaitlin P. Anderson  Anna J. Egalite  Jonathan N. Mills 《Journal of Education for Students Placed at Risk》2019,24(1):68-91

Chronic absenteeism and truancy have been linked to a variety of undesirable outcomes for students including increased risk of dropout, lower test scores, lower educational and social engagement, juvenile delinquency, and substance abuse. One controversial response to truancy is the use of exclusionary discipline, such as out-of-school suspensions (OSS). Out of concern that such a practice is counter-intuitive and likely not effective at improving student engagement or academic outcomes, some states have recently banned this practice altogether. This analysis uses Arkansas as a case study to estimate the impact of a state-level ban on the use of OSS for truancy on attendance—an important measure related to student engagement and opportunity to learn. Using an eight-year panel of student-level data in a difference-in-differences framework, we find no evidence of improvement in attendance for truant students. Implications for policy design, implementation, and evaluation are discussed.  相似文献   

To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design     

Anna Steen-Utheim  Therese N Hopfenbeck 《Assessment & Evaluation in Higher Education》2019,44(1):80-96

Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students’ self-reported reflection logs, we present findings about students’ experiences with oral and written feedback and how they act upon this feedback when a portfolio is the main assessment and learning tool. Our findings indicate that, within our context, students’ overall experiences with receiving feedback are positive. Oral feedback was perceived as particularly valuable to the students while written feedback challenged their understanding. We identified four specific actions the students engaged in to create meaning from the feedback: internal feedback, using oral feedback, initiating dialogue and interacting with peers. The findings indicate that the students take responsibility in the feedback process. The findings are discussed in relation to current perspectives on feedback in higher education.  相似文献   

Informal Education: A New Lens on Socially Engaged Design Practices     

Anna Louise Spencer 《The International Journal of Art & Design Education》2019,38(4):785-797

The disciplinary intersection between community work and design is under‐explored. Despite similarities in both the context and values of the work, there has not been a significant critical comparison of their respective approaches in either theory or practice. This article suggests that informal education offers an alternative lens to consider both disciplines and inform future practice. More specifically, it considers the relevance of informal education principles in design education and design practice that has an explicit social focus. This discussion is drawn from doctoral practitioner action research in Scotland during 2016–18. The fieldwork focused on the different outlooks and approaches to work in community settings from both design and community work perspectives.  相似文献