Injury patterns in young, non-professional dancers     

Steinberg N  Siev-Ner I  Peleg S  Dar G  Masharawi Y  Zeev A  Hershkovitz I 《Journal of sports sciences》2011,29(1):47-54

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Age Differences in the Impact of Employment on Antisocial Behavior     

Kathryn C. Monahan  Laurence Steinberg  Elizabeth Cauffman 《Child development》2013,84(3):791-801

While research suggests that working more than 20 hr weekly is associated with greater antisocial behavior among middle‐ and upper‐class youth, some have argued that employment benefits at‐risk youth and leads to desistance from crime among youthful offenders. This study investigates the relation between hours worked, school attendance, and employment characteristics on antisocial behavior in a sample of approximately 1,300 juvenile offenders (ages 14–17 at baseline) tracked over 5 years. The combinations of high‐intensity employment and irregular school attendance, unemployment and irregular school attendance, and unemployment and not being enrolled in school are associated with significantly greater antisocial behavior, particularly during early adolescence. High‐intensity employment diminishes antisocial behavior only when accompanied by attending school.  相似文献   

Activating Adult-Learning Principles Through Small Groups in Preparing Social Work Students to Achieve CSWE Research Competencies     

Dominique Moyse Steinberg  Mohan Krishna Vinjamuri 《Journal of Teaching in Social Work》2013,33(4):363-383

The research classroom is a prime venue for socializing master’s-level students as evidence-based practitioners. This article identifies an innovative approach to teaching research based on five adult-learning principles and the use of small ongoing groups that, when blended as the signature pedagogy, enable students to successfully actualize the Council on Social Work Education Educational Policy and Accreditation Standards required for professional practice. The article describes and discusses the five adult-learning principles that form the basis of this approach and four types of small-group activities that are used over the yearlong course, concluding with implications for reorganizing the traditional research classroom.  相似文献   

Evaluation of a Computer-Supported Learning System     

Thomas Janicki  Geoffrey Steinberg 《Decision Sciences Journal of Innovative Education》2003,1(2):203-223

Educational content on the Internet is rapidly increasing. Academics and businesses are placing more course material online to supplement classroom and business training situations. In addition, significant increases in undergraduate enrollments in information system courses, and the rapid pace of new knowledge in the field, have led researchers to call for new innovative approaches to learning. Prior researchers have reported that this new Web‐based training technology (which has its foundation in computer‐based training) has not integrated sound pedagogical practices into the authoring process when developing new tutorials. This paper summarizes an experiment to evaluate the effect on posttest scores of a Web‐based authoring tool that prompts the developer to build multiple presentation styles into the learning module. Early results indicate that the tool is more effective than traditional HTML‐authoring tools and that the number of exercises affects posttest scores in a positive manner. No effect on posttest scores was observed for the number of examples in the learning module.  相似文献   

Teacher autonomy in times of standardised lesson plans: The case of a Primary School Language and Mathematics Intervention in South Africa     

Yael Shalem  Francine De Clercq  Carola Steinberg  Hannchen Koornhof 《Journal of Educational Change》2018,19(2):205-222

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How Day School Teachers Perceive Their Working Conditions: A National Study     

Eran Tamir  Nili Pearlmutter  Sharon Feiman-Nemser 《Journal of Jewish Education》2017,83(2):92-108

Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional support and learning opportunities from the head of school, the administration, colleagues, parents, and the school community and how useful teachers perceive these resources to be. This study reveals that less than half of all teachers in the schools surveyed report participating in formal induction programs and believe their schools take the learning needs of new teachers seriously. Schools would do well to attend to this aspect of teacher support and consider the systems and structures that do (or do not) exist to help orient, support, and develop new teachers.  相似文献   

Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools   总被引：4，自引：0，他引：4  

Kristan L. Glasgow  Sanford M. Dornbusch  Lisa Troyer  Laurence Steinberg  Philip L. Ritter 《Child development》1997,68(3):507-529

This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987–1988 and 1988–1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample.  相似文献   

Over-Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families   总被引：19，自引：0，他引：19  

Laurence Steinberg  Susie D. Lamborn  Nancy Darling  Nina S. Mounts  Sanford M. Dornbusch 《Child development》1994,65(3):754-770

In a previous report, we demonstrated that adolescents' adjustment varies as a function of their parents' style (e.g., authoritative, authoritarian, indulgent, neglectful). This 1-year follow-up was conducted in order to examine whether the observed differences are maintained over time. In 1987, an ethnically and socioeconomically heterogeneous sample of approximately 2,300 14–18-year-olds provided information used to classify the adolescents' families into 1 of 4 parenting style groups. That year, and again 1 year later, the students completed a battery of standardized instruments tapping psychosocial development, school achievement, internalized distress, and behavior problems. Differences in adjustment associated with variations in parenting are either maintained or increase over time. However, whereas the benefits of authoritative parenting are largely in the maintenance of previous levels of high adjustment, the deleterious consequences of neglectful parenting continue to accumulate.  相似文献   

Alleged sexual abuse at a day care center: impact on parents     

Dyb G  Holen A  Steinberg AM  Rodriguez N  Pynoos RS 《Child abuse & neglect》2003,27(8):939-950

OBJECTIVE: This report describes the cascade of stressful events and secondary life changes experienced by parents in a case of alleged sexual abuse at a day care program. The study evaluated parents' Posttraumatic Stress Disorder (PTSD) symptoms and general psychological responses to the stressful events 4 years after the alleged abuse, and explored predictive factors of parental distress. METHODS: A total of 39 parents were interviewed about stressful events, life changes, and social support. Current distress reactions, psychological wellbeing, and locus of control were assessed with a battery of standardized measures. RESULTS: Hearing about the sexual abuse, testifying in court, hearing the verdict, and being exposed in media reports were all rated by the parents as distressing events. The majority of the parents experienced secondary life changes after the alleged sexual abuse. Four years after the alleged sexual abuse, one-third of the parents reported a high level of PTSD Intrusive symptoms and one-fourth reported a high level of PTSD Avoidance symptoms. There was a significant positive correlation between a measure of psychological wellbeing and PTSD. Secondary life changes and locus of control significantly predicted PTSD. CONCLUSION: This study demonstrates that the alleged sexual abuse of children in day care and the resulting events in the legal system and the media constitute significant and chronic stressors in the lives of the children's parents. These findings underscore the need to expand the focus of trauma-related sequelae from the child victim to their parents and family.  相似文献   

Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed   总被引：21，自引：0，他引：21  

Laurence Steinberg  Susie D. Lamborn  Sanford M. Dornbusch  Nancy Darling 《Child development》1992,63(5):1266-1281

This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.  相似文献