Examining the Relation of Parenting to Children's Coping with Everyday Stress   总被引：4，自引：0，他引：4  

Denise F. Hardy  Thomas G. Power  Susan Jaedicke 《Child development》1993,64(6):1829-1841

The relation between parenting and the coping styles of children in response to everyday stress was investigated. 60 children, 9–10 years old, and their mothers participated. Children and mothers described how they responded to stressful episodes the child had experienced within the past 2 months. Mothers completed questionnaires that assessed a variety of parenting dimensions (e.g., nurturance, directiveness, organization). Results indicated that ( a ) the aspects of child coping studied (e.g., perceived effectiveness, variety of coping strategies) were relatively independent, ( b ) children from families with high levels of maternal support and relatively low levels of family structure used the greatest variety of coping strategies, ( c ) children of supportive mothers used the greatest number of avoidant strategies (but only in uncontrollable situations), and ( d ) children from families with high levels of parental structure used fewer aggressive coping strategies.  相似文献   

Outcomes of the primary and early childhood science and technology education project at the university of Canberra     

Dr Tim Hardy  Ms Margaret Bearlin  Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151

The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning in science and technology of by increasing the number of early childhood and primary teachers who are effective educators. PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching of science and technology. The project involves: a year-long inservice program which includes the development of a science curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology; their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how gender relates to these areas. Specializations: primary science curriculum, science teacher education, sociology of science, technology and education. Specializations: gender and science/science teacher education, feminist theory, curriculum theory. Specializations: Science education research, curriculum development.  相似文献   

Domain Poisoning: The Redundancy of Current Models of Assessment through Art     

Tom Hardy 《The International Journal of Art & Design Education》2006,25(3):268-274

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‘Capitalising’ on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling     

Ian Hardy 《牛津教育评论》2016,42(6):661-676

This paper provides insights into non-Indigenous teachers’ efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of ‘funds of knowledge’, forms of capital as part of community cultural wealth, Critical Race Theory, and ‘whiteness’ studies, the research explores and challenges how white teachers draw upon community as a form of ‘capital’ to enable them to foster their students’ learning. These efforts to ‘capitalise’ on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators’ ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the ‘official’ curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers’ efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights.  相似文献   

Die Effektivität schriftlicher und kombiniert auditiv-schriftlicher Wortschatzfördermaßnahmen bei Kindern mit nichtdeutscher Herkunftssprache     

Andreas Sander  Annika Ohle-Peters  Ilonca Hardy  Nele McElvany 《Zeitschrift für Erziehungswissenschaft》2018,21(5):951-971

Disparities in language competencies of children with and without immigrant background are well-documented through large scale assessments. This study investigates the potential of implicit language promotion, presented in written and combined auditory-written formats. Three experimental groups of 4^th graders in elementary schools have been compared. Intervention group (IV) 1 (n?=?33) read the intervention texts two times in German, IV 2 (n?=?52) read texts in their heritage language Turkish and afterwards in German, and IV 3 (n?=?35) listened to texts in Turkish first and read them in German afterwards. All children learned new vocabulary, but analyses of variance showed that students from IV 2 achieved greater vocabulary gains than IV 3. Results also do not support advantages for the combined auditory-written form including the heritage language. Students’ text comprehension and reading competencies influence their incidental vocabulary acquisition. The results are discussed in the light of practical and research implications.  相似文献   

The quandary of quantification: data,numbers and teachers’ learning     

Ian Hardy 《教育政策杂志》2021,36(1):44-63

ABSTRACT

Drawing upon recent theorising of numbers and data, and applications to schooling, this paper reveals how tensions between more accountability-oriented logics, and more contextually-situated conceptions of engagement with data, played out in one school in a regional community in northern Queensland, Australia. The research reveals that at the same time teachers’ work and learning were heavily influenced by more reductive processes of quantification to account for teachers’ practices, teachers also sought to draw upon the attention to numeric markers of student achievement to foster more substantive teacher learning for student learning. These tensions were expressed in relation to: efforts to foster improved student learning through collection of evidence via ‘short-term data cycles’; engagement in various ‘data conversations’ with senior members of staff, and coaching by more experienced teachers, and; broader teacher learning initiatives focused on enhancing outcomes for specified groups of students identified as able to perform at higher levels of attainment. The research cautions that such practices present a quandary; even as broader processes of quantification of education may stimulate instances of more ongoing, substantive teacher learning for student learning, more performative applications of these numbers and data mitigate against the educative potential of such practices, and substantive learning for all students.  相似文献   

The Trouble with Ruskin…     

Tom Hardy 《The International Journal of Art & Design Education》2003,22(3):335-341

Art teaching is a uniquely satisfying job. More than anyone else in education, we in Britain remain, for the most part, the authors of our own syllabuses in spite of occasional skirmishes with the Qualifications and Curriculum Authority (QCA) and those who would box us in. Our mystique remains unassailable. Yet, within these ramparts, is a profession riven by a philosophical chasm which is peculiar to this country and occasionally manifests itself with disagreement, rancour, entrenched opinion and self‐righteousness. Central to this divide is an unhealthy retrospection which has skewed the debate about art and art education in Britain for the better part of a century and a half. The contention of this essay is that this malaise can be traced back to John Ruskin, the polemics of his Two Paths diatribe and his ‘predilection to admit a moral element into the assessment of artistic values [1].’  相似文献   

Middle-class school choice in urban spaces: the economics of public schooling and globalized education reform     

Lew Zipin 《International Studies in Sociology of Education》2019,28(1):84-86

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Commentary: The European music business: A market undergoing the process of restructuring     

Phil Hardy 《Cultural Trends》1999,9(34):57-60

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Certificate in Open Learning Delivery Conference, 3 March 1989, Birmingham     

David Hardy 《Open Learning》2013,28(3):56-57

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