Contextual influences on children's mental health and school performance: the moderating effects of family immigrant status     

Georgiades K  Boyle MH  Duku E 《Child development》2007,78(5):1572-1591

Data from a nationally representative sample of 13,470 children aged 4-11 years were used to study contextual influences on children's mental health and school performance, the moderating effects of family immigrant status and underlying family processes that might explain these relationships. Despite greater socioeconomic disadvantage, children living in recent immigrant families had lower levels of emotional-behavioral problems and higher levels of school performance. Living in a neighborhood characterized with higher concentration of immigrants was associated with lower levels of emotional-behavioral problems among children living in immigrant families; the reverse was true for children living in nonimmigrant families. These differences are partially explained by family process variables. The implications of these findings for future research and policy are discussed.  相似文献   

Psyche and Society in Sendak’s In the Night Kitchen     

Rebecca V. L. Adams  Eric S. Rabkin 《Children‘s Literature in Education》2007,38(4):233-241

While Where the Wild Things Are may be Maurice Sendak’s most popular book, In the Night Kitchen is arguably the greater work. Though his journey in Wild Things shares many of the elements of Mickey’s adventure in Night Kitchen—swinging between the protagonist’s initiatory verbal assertions and silent, completely pictorial spreads that indicate his eventual dominance over his environment—Max’s story is ultimately only a narrative of the self. Where the Wild Things Are is a beautiful exploration of how Max (the maximum boy) is able to use an imaginative journey to create an individual personality that fills the world around him. But Mickey must confront something more than merely a projection of his own desires. Mickey, unlike Max, is diminutive in his fantasy world, and his adventure is a true dream shaped willy-nilly by his lived experience, not a daydream tailored to defend the ego. The story told as Mickey learns to navigate the Night Kitchen is essentially a social narrative—more realistic, more challenging, and with greater overall dividends than Max’s adventure. We can see this in the ways In the Night Kitchen combines four sorts of ingredients—Sendak’s own life, the psychology of dreaming, popular culture, and the immigrant experience—into a subtle, captivating tale of the self and society.

Eric S. RabkinEmail:

  相似文献   

Institutionalizing <Emphasis Type="Italic">The Outsiders</Emphasis>: YA Literature,Social Class,and the American Faith in Education     

Eric L. Tribunella 《Children‘s Literature in Education》2007,38(2):87-101

The Outsiders if often credited with marking the emergence of YA literature. It was written by a teenager and was intended to represent honestly the difficult lives of other young adults. Despite the novel’s audience and purpose and its potentially provocative acknowledgment of the problems of social class, The Outsiders was readily institutionalized as part of school reading lists and educational curricula throughout the United States. Its institutionalization can be accounted for in part by the way it offers a palliative to the problems it depicts. The protagonist, Ponyboy, represents the novel itself as an intervention into those problems, but it works to reaffirm a notion of rugged individualism and a faith in American education. Such lessons ultimately disarm the novel’s class critique and render it safe for educational institutions.

Eric L. TribunellaEmail:

  相似文献   

Context matters: increasing understanding with interactive Clicker Case studies     

Mary A. Lundeberg  Hosun Kang  Bj?rn Wolter  Robert delMas  Norris Armstrong  Bruno Borsari  Nancy Boury  Peggy Brickman  Kristi Hannam  Cheryl Heinz  Thomas Horvath  Maureen Knabb  Terry Platt  Nancy Rice  Bill Rogers  Joan Sharp  Eric Ribbens  Kimberly S. Maier  Mike Deschryver  Rodney Hagley  Tamar Goulet  Clyde F. Herreid 《Educational technology research and development : ETR & D》2011,59(5):645-671

Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students?? performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education.  相似文献   

Assessing teachers' perceptions for school‐based aggression prevention programs: Applying a cognitive‐ecological framework     

Paul Boxer  Dara Musher‐Eizenman  Eric F. Dubow  Stephanie Danner  Donna M.L. Heretick 《Psychology in the schools》2006,43(3):331-344

This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self‐reports and archival disciplinary data. Using a brief survey, we found district‐ and grade‐level differences in teachers' perceptions of students' aggressive behavior and aggression supporting cognitions. Teacher reports on these two constructs each uniquely predicted teacher perceptions of the degree to which student aggression interferes with their jobs. Focus‐group interviews with teachers were used to elaborate on individual‐cognitive and ecological school factors related to student aggression, including procedures for handling aggression. The importance of teacher reports is highlighted, and implications for school program development are considered. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 331–344, 2006.  相似文献   

Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review     

Jason C. Chow  Eric Ekholm 《Educational Psychology Review》2018,30(3):727-744

  相似文献   

Q-Rhetoric and Controlled Equivocation: Revising “The Scientific Study of Subjectivity” for Cross-Disciplinary Collaboration     

Caroline Gottschalk Druschke  Eric G. Booth  Emma Lundberg 《Technical Communication Quarterly》2019,28(2):137-151

ABSTRACT

This article offers a revision to an existing social science methodology, Q methodology, through “Q-Rhetoric.” After detailing Q methodology’s theoretical underpinnings and practical method, and persistent critiques of the methodology, the article employs perspectives from rhetorical theory and Amerindian anthropology to suggest a methodological correction. It concludes by detailing the use of Q-Rhetoric to intervene in a Wisconsin stream management controversy, proposing Q-Rhetoric as a pragmatic and theoretically sound methodology for working across disciplinary divides.  相似文献   

Was hindert Lehrkräfte an Fortbildungen teilzunehmen?     

Eric Richter  Dirk Richter  Alexandra Marx 《Zeitschrift für Erziehungswissenschaft》2018,21(5):1021-1043

  相似文献   

The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children     

Quémart  Pauline  Lambert  Eric 《Reading and writing》2019,32(1):175-195

Reading and Writing - Grapheme and syllable units have been shown to influence the dynamics of handwriting in adults and children, but the influence of morphemes remains to be clarified. We tested...  相似文献   

The paradox in international cooperation: Institutionally embedded universities in a global environment   总被引：1，自引：0，他引：1  

Eric Beerkens  Marijk van der Wende 《Higher Education》2007,54(1):157-79

As a response to processes of globalisation and regional integration, internationalisation activities in universities have changed. Flows have become more massive, the range of activities has broadened, and internationalisation has shifted from a marginal activity to a central institutional issue with strategic importance (van der Wende 2001, European Journal of Education 36(4), 431–441). These shifts can also be observed in international cooperation among universities. One of the manifestations of this shift is the increase and change of inter-organisational arrangements in higher education. One type of such arrangements – higher education consortia – are analysed in detail in the study. This analysis takes inter-organisational diversity as a starting point (Parkhe 1991, Journal of International Business Studies 22(4), 579–601). The basic thesis is that partners need to be similar, yet different, or in other words, there needs to be sufficient complementarity as well as sufficient compatibility among the participating universities. The article also explores the ways in which the management of consortia can improve the levels of complementarity and compatibility and thus the success of such consortia. Eric Beerkens is a postdoctoral research fellow at the School of Policy & Practice, Faculty of Education and Social Work at the University of Sydney. In 2004 he completed his PhD at CHEPS on the study reported in this article. Marijk van der Wende is professor at CHEPS.  相似文献