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Trauma-informed sex education is sensitive to students’ traumatic life experiences. Internet panel data for 600 Louisiana parents/caregivers of school-age youth were used to examine parental support for trauma-informed school-based sex education, and parental characteristics associated with supporting trauma-informed sex education. Nearly three-quarters (71%) of parents agreed that youth are exposed to high levels of trauma, and 86% reported interest in school-based sex education that supports emotional wellness. Of all parental characteristics, the perception that youth are exposed to high levels of trauma was most strongly associated with endorsement of trauma-informed sex education. Louisiana parents recognize the influence of emotional wellness on youth sexual health and support trauma-informed school-based sex education, which is becoming the new standard for youth sex education services. 相似文献
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Linnea Bodén 《Learning, Media and Technology》2017,42(4):406-419
Focusing on digital text messages containing information about students’ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of ‘going with’ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become ‘stirrers’ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways. 相似文献
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Literacy instruction was observed in 6 fourth-grade and 4 fifth-grade classrooms over the course of 1 year. Using the method of constant comparison, commonalities among classrooms were identified in the areas of reading instruction, writing instruction, instructional materials, instructional goals, management, and classroom motivational orientation. Teachers in all classrooms provided a combination of authentic reading and writing experiences and explicit skills instruction. Dimensions of difference among classrooms were also identified with respect to the same set of instructional components. One important way that the classrooms differed was with respect to the methods and materials that each teacher considered to be the core of his or her pedagogy (e.g., one teacher's instruction centered on trade books and process writing, another's on cooperative exploration as part of theme-driven instruction). There were also some striking omissions noted in the instruction observed, including a lack of instruction in comprehension strategy and little or no instruction in self-regulation. In summary, contemporary fourth- and fifth-grade literacy instruction was found to be extremely complex, involving many teacher decisions about how it should proceed. The teachers described here managed this complexity by focusing on a particular set of instructional practices as the defining emphases around which their literacy programs were implemented. 相似文献
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Eeva Eskola Eeva-Leena Kataja Jukka Hyönä Tuomo Häikiö Juho Pelto Hasse Karlsson Linnea Karlsson Riikka Korja 《Child development》2021,92(4):1539-1553
To investigate the role of early regulatory problems (RP), such as problems in feeding, sleeping, and calming down during later development, the association between parent-reported RP at 3 months (no-RP, n = 110; RP, n = 66) and attention to emotional faces at 8 months was studied. Eight-month-old infants had a strong tendency to look at faces and to specifically fearful faces, and the individual variance in this tendency was assessed with eye tracking using a face-distractor paradigm. The early RPs were related to a lower attention bias to fearful faces compared to happy and neutral faces after controlling for temperamental negative affectivity. This suggests that early RPs are related to the processing of emotional information later during infancy. 相似文献
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We present a multigroup multilevel confirmatory factor analysis (CFA) model and a procedure for testing multilevel factorial invariance in n-level structural equation modeling (nSEM). Multigroup multilevel CFA introduces a complexity when the group membership at the lower level intersects the clustered structure, because the observations in different groups but in the same cluster are not independent of one another. nSEM provides a framework in which the multigroup multilevel data structure is represented with the dependency between groups at the lower level properly taken into account. The procedure for testing multilevel factorial invariance is illustrated with an empirical example using an R package xxm2. 相似文献
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An experiment with random assignment examined the effectiveness of a strategy to learn unfamiliar English vocabulary words during text reading. Lower socioeconomic status, language minority fifth graders (M?=?10?years, 7?months; n?=?62) silently read eight passages each focused on an unknown multi-syllabic word that was underlined, embedded in a meaningful context, defined, depicted, and repeated three times. Students were grouped by word reading ability, matched into pairs, and randomly assigned to one of two conditions. In the strategy condition, students orally pronounced the underlined words during silent reading. In the control condition, students penciled a check if they had seen the underlined words before but did not say the words aloud. Results of ANOVAs showed that the oral strategy enhanced vocabulary learning (ps?<?.01), with poorer readers showing bigger effect sizes than better readers in remembering pronunciation-meaning associations and spellings of the words. In a second experiment, 32 fifth graders from the same school described the strategies they use when encountering unfamiliar words in context. Better readers reported more word-level strategies whereas poorer readers reported more text-based strategies. Our explanation is that application of the word-level strategy of decoding new words aloud strengthened connections between spellings, pronunciations, and meanings in memory compared to silent reading of new words, particularly among poor readers who were less skilled and less likely to use this strategy unless instructed to do so. 相似文献
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