Relational victimization: The association between recalled adolescent social experiences and emotional adjustment in early adulthood     

Allison G. Dempsey  Eric A. Storch 《Psychology in the schools》2008,45(4):310-322

Although the relationship between relational victimization and psychosocial adjustment in adolescence has been established, it is unknown whether it extends into early adulthood. The current retrospective study investigated the relationship between recall of adolescent relational victimization and symptoms of depression, social anxiety, and loneliness in 205 undergraduate students. The effects of gender and perceived social support on these relationships were assessed, as were the psychometric qualities of the Relational Victimization Questionnaire (RVQ). Recalled adolescent relational victimization was related to increased symptoms of depression and social anxiety; neither gender nor perceived social support affected the strength of these relationships. Results indicated that the RVQ has adequate internal consistency and a single factor structure. Implications for psychologists working with adolescents are highlighted. © 2008 Wiley Periodicals, Inc.  相似文献   

Unsettling deficit views of students and their communities     

Robert Hattam  Brenton Prosser 《The Australian Educational Researcher》2008,35(2):89-106

In this paper we explore the possibilities for redesigning pedagogy in the middle years of schooling. We think that the middle schooling movement in Australia is unfinished because the pedagogical reforms promised have been patchy, not well researched and difficult to sustain. As well, middle schooling is a little exhausted because it has failed to respond to changing demographies and youth identities. As a response we argue for school change projects linked to mainstream curriculum change. From a range of conceptual resources we discuss the potential of using a “funds of knowledge” approach and a narrative approach to youth identity work.  相似文献   

Balancing the Local and the Global in Infrastructural Information Systems     

Knut H. Rolland  Eric Monteiro 《The Information Society》2002,18(2):87-100

A considerable body of literature has demonstrated-- empirically as well as analytically--that information systems need to be situated to the local context of use. Yet for infrastructural information systems that span numerous contexts spread out globally, this is literally prohibitive. For these systems to work, it is necessary to strike a balance between sensitiveness to local contexts and a need to standardize across contexts. We analyze a key element in this, namely, spelling out the (largely invisible) "costs" that the different actors pay to achieve working solutions. Empirically, we draw from an ongoing case study. We analyze the attempts of a maritime classification company with 5500 employees located in 300 sites in 100 countries to develop an infrastructural information system to support the surveying of ships globally. We elaborate design implications and concepts relevant to developing information infrastructures that also apply to the context of developing countries.  相似文献   

Comparative Studies in Physical Education and Sport     

Eric Wright 《比较教育学》1973,9(2):67-71

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Research abstracts     

Eric Plotnick 《Educational technology research and development : ETR & D》2002,50(4):94-99

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Erratum to: Tactile,maternal, and pharmacologic factors involved in the “transport response” in rat pups     

Christopher Wilson  Allison D. Cromey  Eric Kramer 《Learning & behavior》1989,17(4):482-482

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Left Behind: District Secession and the Re-segregation of American Schools     

Eric A. Houck  Brittany C. Murray 《Peabody Journal of Education》2019,94(4):388-402

ABSTRACT

Sixty-five years after the Brown v. Board decision, American schools are re-segregated and re-segregating. The mechanisms of this re-segregation are legal action, voluntary moves towards unitary status, unintended consequences of integration-oriented strategies, and an increasing trend towards the fracturing, or splintering of school districts. Both economic and political theory would indicate that splintering districts would work to pull racial and economic advantage out of the remaining district and into their own. To test this theory, we created a dataset that captures the fiscal and demographic status of U.S. school districts between 2000 and 2014 and analyzed the effect of district separation on the remaining districts in terms of student body composition, overall integration and local, state, and federal resources. Our findings indicate that separating districts are less diverse than the districts left behind. We further find that separating districts gain resources from local revenue and that remaining districts gain federal revenue in insufficient amounts to account for the loss of local funds. We find that these relative disadvantages for left behind districts and relative advantages for seceding districts persist when compared to the general population of school districts.  相似文献   

Seeking big ideas in algebra: the evolution of a task     

Eric Hsu  Judy Kysh  Katherine Ramage  Diane Resek 《Journal of Mathematics Teacher Education》2007,10(4-6):325-332

In this paper we describe a strand of activities for teachers of mathematics that we used with two cohorts of participants in a professional development program called Revitalizing Algebra (REAL). We first discuss our goals and describe the participants, and then we describe the construction and selection of the tasks followed by teacher responses. Finally, we reflect on different iterations of the tasks, their impact on the teachers’ thinking and practice, and the role of school and department culture in the process of change.  相似文献   

Teaching the national ICT strategy     

Eric Deeson 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):349-350

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Research abstracts     

Eric Plotnick 《Educational technology research and development : ETR & D》2001,49(2):117-120

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