Romantic relationship disengagement and coping rituals   总被引：1，自引：0，他引：1  

Tara M. Emmers  Russell D. Hart 《Communication Research Reports》2013,30(1):8-18

Considering cumulative dating histories, 118 individuals reported the rituals they exercised to dissolve relationships or cope with relationship disengagement. Self‐enhancement rituals were exercised most often during and after their various relationship disengagements. Both leavers and lefts turned to their network to cope with dissolved relationships. Leavers also engaged heavily in avoidance rituals during the termination process whereas lefts were most apt to turn to their networks. Results suggest that individuals' ritual usage is systematic and symbolic and transcends the various relationships, partners, and circumstances surrounding the break‐up.  相似文献   

What helps children in a pupil referral unit (PRU)? An exploration into the potential protective factors of a PRU as identified by children and staff     

Natalie Hart 《Emotional and Behavioural Difficulties》2013,18(2):196-212

Previous studies have focused on the views of excluded children or those finding themselves in Pupil Referral Units (PRUs). Few, however, have focused on exploring views from a resilience perspective. Studies linked to resilience have tended to focus on exploring factors through quantitative rather than qualitative measures. This piece of research aimed to explore the potential protective factors of one PRU through the valuable voices of children and staff. The views of six children aged between 9 and 13 years, all with varying forms of behavioural, emotional and social difficulties, and partway through a PRU placement, were explored through semi-structured interviews supported by the use of tools and techniques to facilitate discussion. The views of four staff members were also obtained. Findings reveal the powerful perspectives that children and young people can bring in relation to what might be helping them within a particular environment. A number of potential protective factors, both within the environment and within-child factors that may operate as mechanisms in fostering positive social and academic outcomes, are identified. Implications of these findings for professional practice, and for children finding themselves in PRU provision, are discussed, with a focus on reintegration and the potential impact of changing environments for these children.  相似文献   

Increasing peer‐to‐peer social skills through direct instruction of two elementary school girls with autism     

Devender R. Banda  Stephanie L. Hart 《Journal of Research in Special Educational Needs》2010,10(2):124-132

This study was conducted to increase peer‐to‐peer social skills using direct instruction of two elementary students diagnosed with autism. Two participants and a peer were trained to initiate, share and respond to each other and to the peer. A multiple‐baseline design across participants was used to determine the effects of the direct instruction strategy. Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Implications for practitioners and for future researchers are discussed.  相似文献   

National curriculum and federalism: the Australian experience   总被引：1，自引：0，他引：1  

Catherine Harris‐Hart 《Journal of educational administration and history》2010,42(3):295-313

Whilst the past 35 years have seen numerous attempts at national curriculum collaboration in Australia, these have invariably failed largely due to the constitutional reality that the States have responsibility for curriculum. Federal government involvement in curriculum can only be achieved, therefore, with the consent of the States. To achieve this, in 2008 the Rudd Federal government passed the Australian Curriculum, Assessment and Reporting Authority (ACARA) Act (2008) which legislated the establishment of ACARA, a national education authority which brought together, for the first time ‘the functions of curriculum, assessment and reporting at the national level’ (Julia Gillard, media release, 2008). Among its mandates, ACARA is responsible for the development of national curriculum, one of the key election platforms on which the current Rudd Federal Labor government was elected in November 2007. Whilst the ACARA Act appears on the surface to represent unprecedented intergovernmental collaboration and a transition to co‐operative federalism; cracks in this co‐operative veneer are starting to appear. In this article I draw on critical theory to examine three varied forms of Federal–State relations spanning three different eras, as they relate to issues of national curriculum – those of corporate federalism, coercive federalism and co‐operative federalism. Specifically, I will argue that the ACARA Act is not an instrument of co‐operative federalism but rather a euphemism for a continued reliance on a new, more subtle form of coercive federalism as a means to ‘deliver’ national curriculum in Australia.  相似文献   

Reaction velocity     

Robt.Hart Bradbury 《Journal of The Franklin Institute》1899,147(6):463-474

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Writing medical papers: a practitioner’s view     

F. Dudley Hart 《Learned Publishing》1993,6(4):29-32

Considers the numbers of specialist medical papers published; checks on their accuracy; motives for writing and for selection for publication; and suggests guidelines for writers of papers.  相似文献   

The Role of Reflection in the Effects of Community Service on Adolescent Development: A Meta‐Analysis     

Anne van Goethem  Anne van Hoof  Bram Orobio de Castro  Marcel Van Aken  Daniel Hart 《Child development》2014,85(6):2114-2130

This meta‐analysis assessed the effect of community service on adolescent development and the moderation of this effect by reflection, community service, and adolescent characteristics to explicate the mechanisms underlying community service effects. Random effects analyses, based on 49 studies (24,477 participants, 12–20 years old), revealed that community service had positive effects on academic, personal, social, and civic outcomes. Moderation analyses indicated that reflection was essential; the effect for studies that include reflection was substantial (mean ES = .41) while community service in the absence of reflection yielded negligible benefits (mean ES = .05). Effects increased when studies include more frequent reflection and community service, reflection on academic content, and older adolescents. These findings have implications for understanding and improving community service.  相似文献   

Graduates’ Reflections on an Online Doctorate in Educational Technology     

Julia S. Fuller  Mary E. Risner  Laura Lowder  Mark Hart  Barry Bachenheimer 《TechTrends》2014,58(4):73-80

In recent years online education doctorates have become more prevalent to accommodate the growing need for distance academic preparation. Due to the newness of these degree programs, there is a dearth of information in the literature on learner perspectives of effective online teaching and learning strategies. The authors of this paper are recent graduates of the online Doctor of Education program in Educational Technology at the University of Florida. They convey their own experiences using supporting research and the three components of the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000)—social, cognitive, and teaching presence—to examine this online doctoral program. The insights in the paper are intended to promote dialogue on the student perspective and make recommendations to further the initiation and development of online education doctorates.  相似文献   

How do Teachers Teach Memory Skill?     

Barbara E. Moely  Silvia S. Hart  Kevin Santulli  Linda Leal  Terry Johnson  Nirmala Rao 《教育心理学家》2013,48(1-2):55-71

Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed.  相似文献   

Relevance,challenge and motivation: The ingredients of a novel managerial development program     

Gail Hart  Gaynor Austen  Tom Cochrane  Robyn Daniel  Neil Thelander  Robyn Tweedale 《International Journal for Academic Development》2013,18(1):47-57

The Division of Information and Academic Services (DIAS) is a large service division (over 400 staff) at Queensland University of Technology (QUT). In 2002 it supported a novel one‐month rotation of roles by the three department directors. The rotation was conceived as an important professional development opportunity for each of the directors and by example, to other divisional staff. It was also designed to fast track a more collaborative culture across the Division and identify opportunities for improved services. The three‐way nature of the exchange created a particular tension and a unique learning opportunity. Each director simultaneously played the role of novice manager, critical friend and reflective observer. The learning opportunity was relevant because it was contained within the one institutional culture. It was challenging because it demanded a shift in professional perspective, and motivating because it fostered a collegial working environment where change was welcomed, supported and reinforced. Overall, the directors and the staff viewed the rotation positively. Each director gained a better understanding of the operations the other departments either through direct engagement in a “host” department or by inclusion in three‐way director debriefing sessions. The initiative was evaluated using a third party process to gather feedback from the staff involved. Some important opportunities for collaboration have been identified and implemented. All three directors have emerged from the experience feeling better able to seek and offer advice about management and organizational issues. There is greater empathy for the challenges inherent in each of the departments and a greater willingness and confidence to accept a divisional responsibility for complex cross‐departmental projects. Increasingly, there is a collective and shared understanding of how to get things done across the organization. Most importantly, it suggests a novel model of academic development that has the potential for broader application.

La Division of information and Academic Services (DIAS) constitue un vaste service (plus de 400 employés) de la Queensland University of Technology (QUT). En 2002, elle a mis en place une nouvelle rotation mensuelle en qui a trait au rôle des trois directeurs de départmant La rotation était conçue comme une opportante de développment professionnel pour chacun des directeurs et, à titre d’exemple, pour les autres membres du personnel de la division. Elle visait aussi à accélérer la mise en place d’une culture davantage collaborative dans l’ensemble de la division, en plus d’identifier des opportunités pour ameéliorer les services. La nature tridimensionnelle du changement a ceéé une opportunité d’apprentissage unique et fut paticulièrement pertinente parce qu’elle avait lieu à l’intérieur d’une culture institutionalle. Chaque directeur jouait simultanément le rôle d’apprenti‐gestionnaire, d’ami critique et d’observateur réflexif. L’initiative a été évaluée par l’entremise d’un processus impliquant des tierces parties de façon à recueillir des informations auprès du personnel impliqué. Les trois directeurs sont ressortis de l’expérience avec une plus grande empathie en ce qui a trait aux défis inhérents à chacun des départments, ainsi qu’une plus grande volonté et confiance relativement à leur attribution de responsabilités divisionnelles pour des projets inter‐départementaux complexes. De plus en plus, il existe une compréhension collective et partagée des dimensions relatives à l’accomplissement de certaines tâches ausein de l’organisation. De façon importante, ceci suggère un nouveau modèle de développement académique, lequel a un potentiel correspondant à des applications plus vastes.  相似文献