SCHOOL PSYCHOLOGISTS’ FAMILY–SCHOOL PARTNERING EXPERIENCES WITH LATINOS          下载免费PDF全文

Desireé Vega  Jon Lasser  Sarah E. Fernandez 《Psychology in the schools》2017,54(2):169-182

The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family–school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre‐ and in‐service training to achieve effective FSP with Latino families. Five school psychologists working in school districts with greater than 40% Latino student enrollment participated in this study. Five major themes emerged from data analysis: Attitudes toward FSP, Knowledge and Skills Needed, Expectations for Engagement, Perceived Barriers to FSP, and Engagement Activities. The results of this study will help researchers and educators develop an awareness of the challenges school psychologists face and the actions they take to enhance relationships with Latino families.  相似文献   

Letters to the editor     

Allan R. Broadhurst  Jean M. Lutz  Jane Blankenship  Daniel J. O'Neill  Thomas L. Fernandez  Kathleen Edgerton Kendall 《Communication quarterly》2013,61(3):59-60

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Reinventing the Library for Online Education by Frederick Stielow     

Beatriz F. Fernandez 《Public Services Quarterly》2013,9(2):131-132

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Swelling damage in clay-rich sandstones used in the church of San Mateo in Tarifa (Spain)   总被引：1，自引：0，他引：1  

Eduardo Sebastin  Giuseppe Cultrone  David Benavente  Lucia Linares Fernandez  Kerstin Elert  Carlos Rodriguez-Navarro 《Journal of Cultural Heritage》2008,9(1):66-76

This study shows that the sandstone used in the construction of the Church of San Mateo in Tarifa (Cádiz, Spain) is highly sensitive to processes of decay because of a combination of factors that are intrinsic and extrinsic to the material. The mineralogy, texture and porous system of the sandstone and the proximity of the church to the sea all play a part in these processes. X-ray diffraction reveals that there are interstratified chlorite/smectite clays among the minerals that make up the rock. These mixed layer clays have been shown to undergo hydric expansion. This phenomenon may be accompanied and augmented by the presence of NaCl which acts as an electrolyte in osmotic swelling processes. Two varieties of sandstone were used in the construction of the church, namely grey sandstone and brown sandstone. The latter is more porous and undergoes greater hydric expansion, showing a higher degree of deterioration. Ultrasound analysis has demonstrated that both varieties are anisotropic because they contain bedding planes and are affected by the preferred orientation of the phyllosilicates in the rock. The anisotropic nature of these stones was confirmed by capillary suction tests. The capillary front reaches a relatively low height which means that when water is absorbed, the anisotropic textural properties combined with the presence of chlorite–smectite mixed layers in the sandstone result in mechanical (shear) stress between the first few centimetres of the wet stone and the dry area behind. The latter effect favours the development of flakes, so causing the decay of the ornamental stone and the church façade.  相似文献   

The ubiquity of big brother.     

L E Longstreth  G V Longstreth  C Ramirez  G Fernandez 《Child development》1975,46(3):767-772

Teachers from grades K through 6 nominated the most physically active and most physically passive students from each sex. Half the schools were attended mainly by low-SES Mexican-American students and half upper-middle-SES Caucasian students. The main finding was that physically active students were more likely to have an older brother than were physically passive students. This effect was independent of sex, grade level, race, SES, and other-sibling combinations. A second study confirmed this relationship when college students rated themselves on the same active-passive dimension.  相似文献   

A Model of Academic Self-Concept for High School Hispanic Students in New York     

Flor R. Calero  Christopher Dalley  Nicole Fernandez  Tania Marie Davenport-Dalley  Stephanie L. Tatum 《Journal of Latinos & Education》2014,13(1):33-43

This study examined how Hispanic students’ academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student–teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students’ academic self-concept. Peer relationships was a modifying variable on students’ academic self-concept.  相似文献   

Demographic,Academic and Psychological Profile of Students Attending Counseling Services at the University of Granada (Spain)     

J.?L.?ArcoEmail author  F.?D.?Fernandez  V.?A.?Heilborn  S.?Lopez 《International journal for the advancement of counseling》2005,27(1):71-85

The Spanish educational system, in general, and particularly at the university level, is characterized by the lack of systematic and quantitative evaluative research. This lack of data based research is particularly problematic due to the significant reforms that are currently taking place. Decisions are being made at political, administrative, and educational levels that are not substantiated by meaningful research. To address these concerns, this study focuses upon providing empirical data from students who attend the University of Granada and who have sought services from Counseling Services. This paper provides data concerning the demographic, academic and psychological characteristics that impact students adaptation to the Universitys academic and personal challenges.Ph.D. student at the University of Granada in the Department of Developmental and Educational Psychology.Received her degree in Psychology from the University of Asucion (Paraguay). She is currently a Ph.D. student at the University of Granada and has received a grant to work in Counseling Services.Ph.D. student at the University of Granada in the Educational Intervention in Educational and Developmental Contexts program, offered through the Department of Developmental and Educational Psychology.  相似文献   

Active video games in fully immersive virtual reality elicit moderate-to-vigorous physical activity and improve cognitive performance in sedentary college students     

Caio Victor Sousa  Jungyun Hwang  Romina Cabrera-Perez  Austin Fernandez  Aika Misawa  Kelsey Newhook  Amy Shirong Lu 《运动与健康科学(英文)》2022,11(2):164-171

Background:Active video games are a new method for increasing physical activity(PA).Fully immersive virtual reality(VR)is a hardware device on which an active video game can run.Active(video games in)VR(AVR),might increase immersion,game engagement,and moderate-to-vigorous PA(MVPA),thereby yielding greater exercise-related benefits,e.g.,cognitive performance.Methods:We examined the induction of MVPA via an AVR and a sedentary VR(SVR)as well as the effects of VR play on cognitive performance,which was monitored using 2 different methods.Each of 29 sedentary college students attended three 20-min laboratory sessions(AVR,SVR,or control)in a randomized order;during the control session,they sat quietly doing nothing.A fully immersive headset was used for the 2 video game sessions.We monitored and computed participants’PA using hip-wom accelerometers(wGT3 x-bt;ActiGraph,Pensacola,FL,USA)and a heart rate band(Polar H7;Polar,Kempele,Finland).After each session,the participants completed a mnemonic similarity test(MST)to measure recognition memory.They also filled out a motion sickness questionnaire and an abbreviated game experience questionnaire.Results:The AVR session induced a significantly greater heart rate and more time spent in MVPA than did either of the other 2 sessions regardless of the PA monitoring method.AVR elicited greater game experience questionnaire-assessed sensory and imaginative immersion,challenge,and positive affect than did SVR.The mnemonic similarity test recognition score was marginally higher post-AVR session than it was post-SVR session.Conclusion:AVR elicited MVPA without a significant increase in motion sickness and induced a better game experience and better borderline cognitive performance than did SVR.  相似文献