Um Compasso Para Aprender: A Randomized Trial of a Social-Emotional Learning Program in Homicide-Affected Communities in Brazil     

Dana C. McCoy  Emily C. Hanno  Vladimir Ponczek  Cristine Pinto  Gabriela Fonseca  Natália Marchi 《Child development》2021,92(5):1951-1968

Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (M_age = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts of PC on children’s executive function, emotion knowledge, and behavior problems after one school year were null. Moderation analyses did, however, reveal evidence for positive impacts of PC on children’s labeling of emotional expressions and inhibitory control within low-homicide communities (d = 0.15 SDs), and null effects on these same outcomes in high-violence areas. Implementation and cultural considerations are discussed.  相似文献   

Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge     

Umarji  Osman  Day  Stephanie  Xu  Ying  Zargar  Elham  Yu  Renzhe  Connor  Carol 《Reading and writing》2021,34(3):627-657

Reading and Writing - Third to fifth graders read an interactive choose-your-own adventure e-Book. User logs recorded their reading behaviors and were used to investigate students’...  相似文献   

I Quit! The Process of Announcing Voluntary Organizational Exit     

Stephanie R. Klatzke 《Qualitative Research Reports in Communication》2016,17(1):44-51

The exit phase of assimilation is broken down into three sub-processes: preannouncement, announcement/actual exit, and the post-exit period (Jablin, 2001). This article seeks to better understand how individuals make exit announcements. The findings suggest that announcing exit itself is a phased process which links the exit phases Jablin described. Though the formal announcement may be the most prominent, it isn’t necessarily the first or most important.  相似文献   

Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors     

Stephanie Herppich  Jörg Wittwer  Matthias Nückles  Alexander Renkl 《Instructional Science》2016,44(3):205-219

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The influence of kinetic structure in films on biology students' achievement and attitude     

Ellen Stephanie Simmons 《科学教学研究杂志》1980,17(1):67-73

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Editorial     

Stephanie Hellekamps  Meinert A. Meyer  Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2006,9(2):151-153

Ohne Zusammenfassung

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Editorial

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An exploration of Outward Bound New Zealand’s organisational culture     

Andrew J. Martin  Stephanie Dench  Levinia Paku 《Journal of Adventure Education & Outdoor Learning》2016,16(3):206-221

This article examines the key factors of organisational culture (artefacts, values and beliefs, and core assumptions) that have led to the development of Outward Bound New Zealand (OBNZ) over the past 50 years. Primary data for this case study were obtained through the use of semi-structured, in-depth interviews with past and present school and executive directors. A key finding is that OBNZ, founded on the beliefs of the German educator Kurt Hahn, has reviewed its values and formalised these into the ‘fundamentals’ of greatness, compassion, responsibility and integrity. Important visible symbols of the OBNZ brand are the badge, the logo with ‘to serve, to strive and not to yield’ and the cutter. The core assumption is still focused on self-discovery and the Outward Bound motto ‘there’s more to you than you think’. Internationally, Outward Bound course length has declined to just 4 days compared with OBNZ’s average of 14 days. In contrast, OBNZ has remained true to Hahn’s original belief, the ‘fundamental’ values, core assumptions and the Standard/Classic (three-week) course. These findings have implications for the development of outdoor adventure education and business organisations’ culture and leadership.  相似文献   

A primer on building web sites for the blind     

Nathan Lowell  Stephanie Roberts 《TechTrends》2001,45(1):32-33

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Rezension zu: <Emphasis Type="Italic">Jutta Ecarius (Hrsg.): Handbuch Familie</Emphasis>     

Stephanie Saleth 《Zeitschrift für Erziehungswissenschaft》2007,10(3):446-447

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Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program     

Kimberly Carter  Jayme Swanke  Jessica Stonich  Stephanie Taylor  Morgan Witzke  Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42

ABSTRACT

The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice.  相似文献