Children's Peer Relationships: Longitudinal Prediction of Internalizing and Externaliziing Problems from Middle to Late Childhood     

Shelley Hymel  Kenneth H. Rubin  Lynda Rowden  Lucy LeMare 《Child development》1990,61(6):2004-2021

In this longitudinal study, the predictive relations between social difficulties in early childhood (grade 2) and subsequent internalizing as well as externalizing problems in middle childhood (grade 5) were examined. Of particular interest was whether early indices of social isolation would predict internalizing problems 3 years later. A longitudinal sample of 87 children were assessed in both grades 2 and 5 on a variety of measures, including sociometric ratings, peer assessments of aggression and isolation, and self-appraisals of social competence. In the second grade, observations of isolated and aggressive behavior were made, as well, and teacher ratings of internalizing and externalizing difficulties were obtained. In the fifth grade, teacher ratings of shy-anxious and acting-out behavior and self-reports of loneliness and self-esteem were collected. Consistent with previous research, results demonstrated predictive links between early peer rejection (unpopularity) and aggression and subsequent externalizing difficulties. Internalizing problems in middle childhood were significantly related to early social difficulties, particularly those of an internalizing sort, including poor peer acceptance, social isolation, and perceptions of social incompetence. Social isolation, then, may indeed be a risk factor in early development.  相似文献   

Development and evaluation of an interactive computer–assisted learning program—a novel approach to teaching gynaecological surgery     

Vikram Jha  Shelley Widdowson  & Sean Duffy   《British journal of educational technology : journal of the Council for Educational Technology》2002,33(3):323-331

Computer Assisted Learning (CAL) is increasingly being recognised as an effective means of teaching and learning. In Gynaecology, the anatomy and surgical steps in vaginal surgery such as vaginal hysterectomy are confusing due to limited access and restricted view of the operative field. The objective of this pilot project was to develop an interactive CAL program on CD–ROM, combining video, illustrations and three–dimensional images to enhance understanding of vaginal hysterectomy in terms of the anatomy and steps of the surgical procedure.
Macromedia Director was used to develop the program. With Director, it is possible to combine text, graphics, animation, video and sound to create interactive material for the web, presentations or CD–ROMS. The CD–ROM takes you through the individual steps of a vaginal hysterectomy combining video clips with voice–over, illustrations and text. The three-dimensional image was included to enhance understanding of the complex relationships between the uterus, bladder and rectum. There is an interactive self–assessment section with multiple–choice questions and an anatomy self–test. The CD–ROM has been evaluated as an educational tool by 12 undergraduate students and 16 trainees in Gynaecology. Most were satisfied with the program. A need for development of further similar educational software has been identified.
The CD–ROM has identified an innovative and useful approach to teaching operative surgery. The results from the evaluation have been positive in terms of the need for similar programs in future.  相似文献   

Changing Educational Policies in the United States and India: Perspectives of Teacher Educators     

Catherine Wilson Gillespie  Shelley Fairbairn 《The Teacher Educator》2020,55(2):129-147

Abstract

Educational policy changes are intertwined with teacher education at multiple levels, affecting teacher educators in a variety of ways. Despite the different contexts, teacher educators in the United States and India must fulfill a variety of roles in order to meet the demands within those contexts. This qualitative study compared the cases of seven teacher educators in Iowa in the United States and seven teacher educators in Delhi, India on their common experience of mandated policy changes. Collaboration was found to be central in the teacher education policy implementation process in Iowa, USA and Delhi, India.  相似文献   

Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences     

Zvia Breznitz  Revital Oren  Shelley Shaul 《Reading and writing》2004,17(7-8):707-737

The aim of the present study was to examine differences among regular and dyslexic adult bilingual readers when processing reading and reading related skills in their first (L1 Hebrew) and second (L2 English) languages. Brain activity during reading Hebrew and English unexpected sentence endings was also studied. Behavioral and electrophysiological measures including event-related potentials (ERP) and low resolution electromagnetic tomography (LORETA) methodology were employed. Results indicated discrepancies in the processing profiles of dyslexic and regular bilingual readers in both first and second languages. In general, the amplitudes of the evoked potentials were higher and the latencies longer among dyslexic readers during processing of information in first and second languages (L1 and L2), but were more pronounced in English (L2). LORETA analysis indicated evidence that the source of brain activity measured by current density of brain activation is different when reading Hebrew as compared to English sentences mainly among dyslexics and not among regular readers. The data from the present study supports the dominanat bilingual hypothesis for defining bilinguals. A discrepancy between achievement in performing various L1 and L2 tasks was consistent across groups. Both groups were better in there mother tongue, which was Hebrew as compared to English.  相似文献   

Inclusive Achievement Testing for Linguistically and Culturally Diverse Test Takers: Essential Considerations for Test Developers and Decision Makers     

Shelley B. Fairbairn  Janna Fox 《Educational Measurement》2009,28(1):10-24

Substantial growth in the numbers of English language learners (ELLs) in the United States and Canada in recent years has significantly affected the educational systems of both countries. This article focuses on critical issues and concerns related to the assessment of ELLs in U.S. and Canadian schools and emphasizes assessment approaches for test developers and decision makers that will facilitate increased equity, meaningfulness, and accuracy in assessment and accountability efforts. It begins by examining the crucial issue of defining ELLs as a group. Next, it examines the impact of testing originating from the No Child Left Behind Act of 2001 (NCLB) in the U.S. and government‐mandated standards‐driven testing in Canada by briefly describing each country's respective legislated testing requirements and outlining their consequences at several levels. Finally, the authors identify key points that test developers and decision makers in both contexts should consider in testing this ever‐increasing group of students.  相似文献   

Family risk as a predictor of initial engagement and follow-through in a universal nurse home visiting program to prevent child maltreatment     

Shelley Alonso-Marsden  Kenneth A. DodgeKaren J. O’Donnell  Robert A. MurphyJeannine M. Sato  Christina Christopoulos 《Child abuse & neglect》2013

Objective

As nurse home visiting to prevent child maltreatment grows in popularity with both program administrators and legislators, it is important to understand engagement in such programs in order to improve their community-wide effects. This report examines family demographic and infant health risk factors that predict engagement and follow-through in a universal home-based maltreatment prevention program for new mothers in Durham County, North Carolina.

Methods

Trained staff members attempted to schedule home visits for all new mothers during the birthing hospital stay, and then nurses completed scheduled visits three to five weeks later. Medical record data was used to identify family demographic and infant health risk factors for maltreatment. These variables were used to predict program engagement (scheduling a visit) and follow-through (completing a scheduled visit).

Results

Program staff members were successful in scheduling 78% of eligible families for a visit and completing 85% of scheduled visits. Overall, 66% of eligible families completed at least one visit. Structural equation modeling (SEM) analyses indicated that high demographic risk and low infant health risk were predictive of scheduling a visit. Both low demographic and infant health risk were predictive of visit completion.

Conclusions

Findings suggest that while higher demographic risk increases families’ initial engagement, it might also inhibit their follow-through. Additionally, parents of medically at-risk infants may be particularly difficult to engage in universal home visiting interventions. Implications for recruitment strategies of home visiting programs are discussed.  相似文献   

The process of relationship development and deterioration: Turning points in friendships that have terminated   总被引：1，自引：1，他引：0  

Amy Janan Johnson  Elaine Wittenberg  Michel Haigh  Shelley Wigley  Jennifer Becker  Ken Brown 《Communication quarterly》2013,61(1):54-67

This study examines friendships that have ended. Five recalled trajectories for dissolved friendships were found. Certain turning points were generally associated with increases in friendship closeness, while others were associated with decreases in closeness. In addition, gender differences were found for several of the turning points reported. Implications are discussed for interpersonal communication research based on a traditional linear conceptualization of relational development and deterioration.  相似文献   

CONTINUING THE CONNECTION: EMERITI/RETIREE CENTERS ON CAMPUS     

Shelley D. Glazer  Elizabeth L. Redmon  Karen L. Robinson 《Educational gerontology》2013,39(5):363-383

ABSTRACT

The purpose of this article is to describe emeriti/retiree centers at two major research institutions that serve retired faculty, retired staff, and their spouse beneficiaries. These on-campus centers provide opportunities to cultivate retirees' connections to the campus community. Highlighted as possible models are 2 programs in different phases of development, 1 in a public and the other at a private university. Examples demonstrate how retired staff and faculty continue to bring value to the university, academe, and society. The article shows that a successful center is aided by many factors, primary among them: (a) senior-level administration fostering an appreciation of retirees as valued members of the campus community, (b) a dedicated departmental budget and mission focused solely on retirees, and (c) retiree involvement in governance and programming.  相似文献   

Playful Postmodernism: Building with Diversity in the Postmodern Classroom   总被引：1，自引：1，他引：0  

Nancy Feldman PhD  Mary Barron  Diane CArol Holliman  Shelley Karliner  Uta M. Walker 《Journal of Teaching in Social Work》2013,33(2):119-133

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content.  相似文献   

Conceptualizations of writing in early years curricula and standards documents: international perspectives     

Shelley Stagg Peterson  Judy Parr  Eva Lindgren  Douglas Kaufman 《Curriculum Journal》2013,24(4):499-521

Abstract

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivani?’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be developed under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political understandings lie within their home and school lives, rather than the broader community.  相似文献