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Affinity for aloneness among youth often is viewed negatively. However, some youth may enjoy solitude for positive reasons, rather than because of social anxiety. The prevalence and adjustment over time of youth with high affinity for aloneness is unclear. Groups of children (N = 605, Mage = 9.29) and adolescents (N = 596, Mage = 12.20) were identified using affinity for aloneness and social anxiety scores, and group differences in adjustment were assessed. Latent class analyses revealed four groups at T1 and T2 for both samples. Among these were Normative (Low.affinity_for_aloneness-Low.social_anxiety) and Affinity for Aloneness (High.affinity_for_aloneness-LowMod.social_anxiety) groups. These groups did not differ longitudinally in adjustment. Having elevated levels of affinity for aloneness without high social anxiety is relatively benign.  相似文献   
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This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers’ teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs.  相似文献   
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Mistakes are common in business and can lead to negative repercussions for organizations. However, through the use of explanations, firms can diminish the negative consequences of their errors. The current study used a field stimulation to examine organizational explanations (excuses, justifications, and excuses) and their components (believable, appropriate, considerate, and responsible) to determine which factors make a difference in consumer satisfaction following organizational failures. Results, interpreted through the lens of expectancy violations theory, suggest that various components of explanations and the form of explanations used in remedial responses influence people's perceptions of organizations and organizational responses following complaints about failures.  相似文献   
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Civic education is an issue of growing and serious concern. There is diminished time for civics, fewer course offerings, and gaps in students’ civic knowledge, skills, and dispositions. The role of teacher education in addressing this problem is one area deserving additional focus. This article describes the project begun by the secondary education faculty at one university to provide teacher education candidates in all content areas with the ability to address civics in meaningful ways.  相似文献   
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Abstract

Delaney Daly is earning a Master of Library Science degree at the Texas Woman’s University School of Library and Information Studies. She will graduate in December of 2020 and works at Vail Public Library in Vail, Colorado.  相似文献   
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Background: computer software is widely used to support literacy learning. There are few randomised trials to support its effectiveness. Therefore, there is an urgent need to rigorously evaluate computer software that supports literacy learning.

Methods: we undertook a pragmatic randomised controlled trial among pupils aged 11–12 within a single state comprehensive school in the North of England. The pupils were randomised to receive 10 hours of literacy learning delivered via laptop computers or to act as controls. Both groups received normal literacy learning. A pre‐test and two post‐tests were given in spelling and literacy. The main pre‐defined outcome was improvements in spelling scores.

Results: 155 pupils were randomly allocated, 77 to the ICT group and 78 to control. Four pupils left the school before post‐testing and 25 pupils did not have both pre‐ and post‐test data. Therefore, 63 and 67 pupils were included in the main analysis for the ICT and control groups respectively. After adjusting for pre‐test scores there was a slight increase in spelling scores, associated with the ICT intervention, but this was not statistically significant (0.954, 95% confidence interval (CI) – 1.83 to 3.74, p = 0.50). For reading scores there was a statistically significant decrease associated with the ICT intervention (?2.33, 95% CI ?0.96 to ?3.71, p = 0.001).

Conclusions: we found no evidence of a statistically significant benefit on spelling outcomes using a computer program for literacy learning. For reading there seemed to be a reduction in reading scores associated with the use of the program. All new literacy software needs to be tested in a rigorous trial before it is used routinely in schools.  相似文献   

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