Child physical abuse risk moderates spontaneously inferred traits from ambiguous child behaviors     

Randy J. McCarthy  Julie L. CrouchJohn J. Skowronski  Joel S. MilnerRegina Hiraoka  Ericka RutledgeJade Jenkins 《Child abuse & neglect》2013

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Individual Differences in the Communication of Romantic Interest: Development of the Flirting Styles Inventory     

Jeffrey A. Hall  Steve Carter  Michael J. Cody  Julie M. Albright 《Communication quarterly》2013,61(4):365-393

Relationship initiation research supports the existence of 5 styles of communicating romantic interest in others: traditional, physical, sincere, playful, and polite. Exploratory and confirmatory factor analyses on a large adult sample (N = 5,020) supported the existence of the styles. Styles predictably corresponded with self-monitoring and a 5-factor personality model. Women scored higher on all styles, except the playful style. Predictive validity was demonstrated by correlating styles to courtship initiation behaviors and past relationship experiences. The physical, sincere, and playful styles correlated with more dating success. The physical and sincere styles correlated with rapid relational escalation of important relationships with more emotional connection and greater physical chemistry.  相似文献   

I have finished my course     

Ben Small  Gladyce Owens  Dorothy Rollins  Frances Hook  Marie Metzger  Julie Smart 《Peabody Journal of Education》2013,88(1):385-394

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Climate Change in the Preservice Teacher’s Mind     

Julie L. Lambert  Robert E. Bleicher 《Journal of Science Teacher Education》2013,24(6):999-1022

Given the recent media attention on the public’s shift in opinion toward being more skeptical about climate change, 154 preservice teachers’ participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence for climate change, consensus of scientists, impacts of climate change, and influence of politics also changed significantly. The curriculum and instruction appear to be an important factor in increasing understanding of climate change and developing perceptions more aligned to those of climate scientists. More broadly, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of science methods courses.  相似文献   

Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry     

Emily J. S. Kang  Julie A. Bianchini  Gregory J. Kelly 《Journal of Science Teacher Education》2013,24(3):427-447

Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in their own classrooms. In this study, we used Aikenhead’s (Sci Educ 81: 217–238, 1997, Science Educ 85:180–188, 2001) notion of border crossing to describe this transition preservice teachers must make from science student to science teacher. We examined what one cohort of eight preservice secondary science teachers said, did, and wrote as they both conducted a two-part inquiry investigation and designed an inquiry lesson plan. We conducted two types of qualitative analyses. One, we drew from Costa (Sci Educ 79: 313–333, 1995) to group our preservice teacher participants into one of four types of potential science teachers. Two, we identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. In our implications, we argue that preservice teachers could benefit from explicit opportunities to navigate the border between learning and teaching science; such opportunities could deepen their conceptions of inquiry beyond those exclusively fashioned as either student or teacher.  相似文献   

Gender-Specific Linkages of Affective Social Competence With Peer Relations in Preschool Children     

Julie C. Dunsmore  Ryoichi J. P. Noguchi  Pamela W. Garner  Elizabeth C. Casey  Naureen Bhullar 《Early education and development》2013,24(2):211-237

Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills.  相似文献   

Benefits of an Intervention Focused on Oddity and Seriation     

Julie K. Kidd  Timothy W. Curby  Caroline E. Boyer  K. Marinka Gadzichowski  Deborah A. Gallington  Jessica A. Machado 《Early education and development》2013,24(6):900-918

Research Findings: A total of 72 Head Start children (M age = 53.26 months, SD = 5.07) were randomly assigned to 4 conditions. Some were taught the oddity principle (choosing the object that differs from others in a group) and seriation (ordering objects on a dimension and inserting new objects into such orders), which are forms of thinking that develop naturally at about age 4. Others were taught letters or numbers or were engaged in art activities in sessions matched in frequency, timing, and extent. Toy animals were used as props in lessons that scaffolded the children's learning. Preschoolers in the cognitive group improved their cognitive skills significantly more than the others and also became better than the numbers or art groups at identifying letters, as measured by the Letters and Words scale of the Stanford Early School Achievement Test 2. This indicates that with improved oddity and seriation skills, children profited more from lessons and letter sounds offered to all children by their classroom teacher. Comparable results were demonstrated for the oddity and seriation instruction and progress in counting and adding and subtracting objects as measured by the Woodcock–Johnson III Applied Problems scale. Practice or Policy: The content and procedures embodied in this research enable children who are economically disadvantaged to make progress in learning letters and in numeracy when enrolled in preschool. Brief periods of such activities for most of the school year may be an effective supplement to lessons on letters, letter sounds, and numeracy offered in preschool curricula.  相似文献   

Social Justice and Juvenile Offenders: Examples of Fairness,Respect, and Access in Education Settings     

Janay B. Sander  Jill D. Sharkey  Amber N. Groomes  Lauren Krumholz  Kimberly Walker  Julie Y. Hsu 《Journal of educational and psychological consultation》2013,23(4):309-337

Youths involved in juvenile justice face unique barriers to educational and mental health services. This qualitative study illustrates social justice violations that are particularly salient for this population. Youths on probation, their mothers, and juvenile probation staff participated in interviews as part of a multisite study conducted in Texas and California. Interviews were coded using the Consensual Qualitative Research method. This study provides detailed examples of social justice components of fairness, respect, and access within school and juvenile justice settings. Implications for how schools could address these types of situations to promote fairness and decrease discrimination and stigma for youths with a criminal record who are trying to succeed in school are also discussed.  相似文献   

Disruptive design in pre-service teacher education: uptake,participation, and resistance     

Janice L. Anderson  Julie E. Justice 《Teaching Education》2013,24(4):400-421

This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. We seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other. We define disruption as an innovation that requires students to challenge or change their epistemologies and participation in their learning. This paper addresses a designed disruption that was created in the context of an elementary methods course. The results demonstrated diverse consequences for participants, their activity, and our understanding of their learning. These findings provide a starting point for examining the implications of disruptive practices within pre-service teacher education programs.  相似文献   

Student Death Penalty Attitudes: Does New Information Matter?     

Amanda K. Cox 《Journal of Criminal Justice Education》2013,24(4):443-460

This study examines the effects of information about the death penalty on the attitudes of university students. Using an experimental design and a stratified cluster sampling procedure, this study addresses some of the limitations of previous research. Changes in death penalty attitudes at post-test were modest; however, it was also found that the degree of attitude change at post-test did not differ significantly between the experimental and control groups. The results of this study, in conjunction with the findings of previous studies of this nature, indicate that, while students tend to have limited knowledge of the death penalty, exposure to new information about it may not be sufficient to elicit change in their attitudes about the punishment.  相似文献