Mothers’ and fathers’ parenting styles and associations with toddlers’ externalizing,internalizing, and adaptive behaviors     

Christina M. Rinaldi  Nina Howe 《Early childhood research quarterly》2012

The two primary objectives of the present study were to (a) investigate mothers’ and fathers’ reports of their own as well as their partner's parenting styles, and (b) assess how mothers’ and fathers’ parenting styles uniquely and jointly predicted toddlers’ externalizing, internalizing, and adaptive behaviors. Fifty-nine mothers and fathers independently completed the Parenting Styles and Dimension Questionnaire (PDSQ; Robinson, Mandleco, Olsen, & Hart, 2001) and the Behavior Assessment Scale for Children-2 (BASC-2; Reynolds & Kamphaus, 2004). Parents’ self-reports of their parenting styles were positively correlated with each other for all three parenting styles (authoritative, authoritarian, and permissive). Comparisons between parents’ reports of their partner's styles with that of the partner's self-reports were positively and moderately correlated for all three parenting styles. Findings revealed mothers’ and fathers’ self-reported parenting styles explained 44% of the variance in youngsters’ externalizing behaviors. In particular, permissive parenting by mothers and authoritarian parenting by fathers uniquely and significantly predicted toddlers’ externalizing behaviors, while authoritative paternal parenting was predictive of adaptive behaviors.  相似文献   

Spotting and Discovering Terms Through Natural Language Processing     

Nina Wacholder 《Information Retrieval》2003,6(2):277-281

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浅谈微型化学实验     

栾尼娜 《兰州教育学院学报》2001,(4):51-52

本文简要介绍了微型化学实验的概念,微型化学实验在我国的研究进展以及它的实际意义.  相似文献   

Building learning communities with distance learning intruction     

Janell D. Wilson  Sheila A. Cordry  Nina King 《TechTrends》2004,48(6):20-22

The results presented in this study represent only one of four assigned discussion board activities from only one course. However, these results are not atypical of the amount or nature of student engagement in successive discussion board assignments to these same 23 graduate students. By the final of the four on-line discussions, student engagement did decrease slightly, but still remained well above the assigned requirements. Also, similar patterns of high frequency of student involvement were found in other courses using the same type of on-line discussion board assignments. An additional anecdotal observation was completed by the course instructor; after the first on-line activity had been completed and the students re-convened on campus for class, class members appeared more comfortable and more engaged during in class discussions. In summary, the results of this study indicate that specific types of on-line instruction are capable of developing learning communities among on-line learners and creating a satisfying learning experience.  相似文献   

Teachers’ work and innovation in alternative schools     

Nina Bascia  Rhiannon Maton 《Critical Studies in Education》2016,57(1):131-141

Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for students who do not thrive in mainstream schools; and schools with alternative scheduling and delivery practices for students who must work. The schools are small, supporting personalized relationships among teachers and students, with teacher-driven curricular programs that are responsive to student interests. Curricular innovation is made possible because alternative schools are only loosely coupled with the rest of the public education system, but they still must comply with school system regulations. This paper describes how teachers’ work and the structural elements of alternative schools support school-based innovation.  相似文献   

Conceptualising online knowledge sharing: what teachers’ perceptions can tell us     

Nina Hood 《Technology, Pedagogy and Education》2017,26(5):573-585

This study questions the current dependence on theories of social learning and communities of practice in research on teachers’ online learning and online knowledge-sharing behaviour. It employs the interpretative approach to examine how teachers conceptualise their engagement with two USA-based online knowledge-sharing platforms within the context of their broader teaching practice. The findings suggest that the platforms, together with teachers’ engagement with them, are intimately connected with, and must be understood in reference to, both the online and offline contexts in which they operate, with each setting providing unique affordances that shape engagement and outcomes. Teachers’ engagement was largely motivated by their individual knowledge requirements and practice-based needs, resulting in learning primarily being individually rather than socially mediated and constructed.  相似文献   

非线性三阶两点奇异边值问题的正解     

薛妮娜 《山东教育学院学报》2007,22(1):105-109

本文利用Krasnosel′skiis不动点定理讨论了下面的三阶两点奇异边值问题u(t) λa(t)f(t,u(t))=0,00为参数。  相似文献   

Is being gifted always an advantage? Peer relations and self-concept of gifted students     

Katja Košir  Marina Horvat  Urška Aram  Nina Jurinec 《High Ability Studies》2016,27(2):129-148

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.  相似文献   

Pharmacy Mentors' Views of Practical Training     

Nina Katajavuori  Sari Lindblom-Ylänne  Jouni Hirvonen 《Research in Science Education》2005,35(2-3):323-345

Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central role in enhancing the quality of students' practical learning. The aims of this study were to explore mentors' experiences of the practice period and mentoring process, and to develop practical performances to improve the practice period that s included in theoretical pharmaceutical studies in Finland. A total of 48 pharmacy mentors were interviewed during the practice period of the pharmacy curriculum. The interviews were analysed using qualitative content analysis. The results showed that the mentors considered the practice period an essential part of pharmacy studies, which fostered student learning and benefited the community pharmacy. Mentoring activities, mentoring processes and assessment of students varied in the pharmacies. The results showed that it is necessary to pay more attention to the aims and the content of the practice period. More cooperation is needed between the University and pharmacies. There is also a clear need to pay attention to reflective action in order to foster the quality of practical learning.  相似文献   

Neural Correlates of Risk Processing Among Adolescents: Influences of Parental Monitoring and Household Chaos          下载免费PDF全文

Nina Lauharatanahirun  Dominique Maciejewski  Christopher Holmes  Kirby Deater‐Deckard  Jungmeen Kim‐Spoon  Brooks King‐Casas 《Child development》2018,89(3):784-796

Adolescent risky behavior is related to developmental changes in decision‐making processes and their neural correlates. Yet, research investigating how the family environment relates to risk processing in the adolescent brain is limited. In this study, longitudinal data were collected from 167 adolescents (13–15 years, 53% male) who self‐reported household chaos and their parent's monitoring practices, and completed a decision‐making task during functional MRI at Time 1 and Time 2 (1 year apart). Parental knowledge was positively related to insular risk processing only among adolescents in low‐chaos environments at both time points. Results highlight environmental correlates of insular risk processing in the developing brain.  相似文献